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INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM

Yıl 2016, Cilt: 8 Sayı: 2, 63 - 74, 01.12.2016

Öz

Accounting students often have a negative attitude towards the subject and
struggle to understand core concepts of accounting standards. A large percentage
of accounting students do not prepare for class and homework is either not done
or neglected. Many factors contributed to students struggling to prepare for class
and complete homework assignments. The flipped classroom approach has grown
at a rapid pace and was perceived very successful in many subjects. Little research
has been done on the effectiveness of this approach for accounting students.
Videos was created whereby accounting theory was explained and questions with
examples were given and explained. All contact sessions were transformed into an
active learning environment. During contact sessions, students were provided with
questions. Guidance was given with regards to the interpretation of a practical
case study. Students had to analyze questions before feedback was provided to
them. Contact sessions commenced with easy questions, and progressed to more
difficult questions.
Research was conducted in order to determine whether a flipped classroom
method could improve the learning experience of accounting students at a higher
education institution. The study indicated that students watched the videos before
contact sessions, they felt more positive about their performance in accounting
and improved their time management. The majority of students that completed the
survey preferred the flipped classroom method. It enables students to learn from
their own mistakes in class.

Kaynakça

  • Bergmann, J. & Sams, A. 2012. Flip your classroom: Reach every student in every class every day. 1st Ed. Arlington, VA: International Society for
  • Technology in Education. Bergmann, J. & Sams, A. 2014. Flipped learning: Gateway to student engagement. 1st Ed. Oregon, WA: International Society for Technology in Education.
  • Bhagat, K.K., Cheng-Nan, C. & Chun-Yen, C. 2016. The Impact of the Flipped
  • Classroom on Mathematics Concept Learning in High School. Journal of Educational Technology & Society, 19(3):134-142. Char, S.V. & Collier, C.A. 2015. Chalk and Talk Versus Classroom Flipping:
  • Results of a Case Study. IOSR Journal of Resarch & Method in Education, (1):24-28. Gabbin, A.L. 2002. The crisis in accounting education. Journal of Accountancy, (4):81.
  • Gilboy, M.B., Heinerichs, S. & Pazzaglia, G. 2015. Enhancing student engagement using the flipped classroom. J Nutr Educ Behav, 47(1):109-114.
  • Kim, M.K., Kim, S.M., Khera, O. & Getman, J. 2014. The experience of three flipped classrooms in an urban university: an exploration of design principles.
  • The Internet and Higher Education, 22:37-50. Roach, T. 2014. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of
  • Economics Education, 17:74-84. Steenkamp, L., Baard, R. & Frick, B. 2009. Factors influencing success in first- year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions. South African Journal of Accounting Research, 23(1):113-140.
  • Van Romburgh, H. 2014. Accounting education: Investigating the gap between school, university and practice. Potchefstroom: North-West University.
  • (Dissertation - Masters). Weil, S., De Silva, T.-A. & Ward, M. 2014. Blended learning in accounting: a
  • New Zealand case. Meditari Accountancy Research, 22(2):224-244.
Yıl 2016, Cilt: 8 Sayı: 2, 63 - 74, 01.12.2016

Öz

Kaynakça

  • Bergmann, J. & Sams, A. 2012. Flip your classroom: Reach every student in every class every day. 1st Ed. Arlington, VA: International Society for
  • Technology in Education. Bergmann, J. & Sams, A. 2014. Flipped learning: Gateway to student engagement. 1st Ed. Oregon, WA: International Society for Technology in Education.
  • Bhagat, K.K., Cheng-Nan, C. & Chun-Yen, C. 2016. The Impact of the Flipped
  • Classroom on Mathematics Concept Learning in High School. Journal of Educational Technology & Society, 19(3):134-142. Char, S.V. & Collier, C.A. 2015. Chalk and Talk Versus Classroom Flipping:
  • Results of a Case Study. IOSR Journal of Resarch & Method in Education, (1):24-28. Gabbin, A.L. 2002. The crisis in accounting education. Journal of Accountancy, (4):81.
  • Gilboy, M.B., Heinerichs, S. & Pazzaglia, G. 2015. Enhancing student engagement using the flipped classroom. J Nutr Educ Behav, 47(1):109-114.
  • Kim, M.K., Kim, S.M., Khera, O. & Getman, J. 2014. The experience of three flipped classrooms in an urban university: an exploration of design principles.
  • The Internet and Higher Education, 22:37-50. Roach, T. 2014. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of
  • Economics Education, 17:74-84. Steenkamp, L., Baard, R. & Frick, B. 2009. Factors influencing success in first- year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions. South African Journal of Accounting Research, 23(1):113-140.
  • Van Romburgh, H. 2014. Accounting education: Investigating the gap between school, university and practice. Potchefstroom: North-West University.
  • (Dissertation - Masters). Weil, S., De Silva, T.-A. & Ward, M. 2014. Blended learning in accounting: a
  • New Zealand case. Meditari Accountancy Research, 22(2):224-244.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA63JF25EG
Bölüm Makaleler
Yazarlar

E. Lubbe Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 8 Sayı: 2

Kaynak Göster

APA Lubbe, E. (2016). INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM. International Journal of Social Sciences and Humanity Studies, 8(2), 63-74.
AMA Lubbe E. INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM. IJ-SSHS. Aralık 2016;8(2):63-74.
Chicago Lubbe, E. “INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM”. International Journal of Social Sciences and Humanity Studies 8, sy. 2 (Aralık 2016): 63-74.
EndNote Lubbe E (01 Aralık 2016) INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM. International Journal of Social Sciences and Humanity Studies 8 2 63–74.
IEEE E. Lubbe, “INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM”, IJ-SSHS, c. 8, sy. 2, ss. 63–74, 2016.
ISNAD Lubbe, E. “INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM”. International Journal of Social Sciences and Humanity Studies 8/2 (Aralık 2016), 63-74.
JAMA Lubbe E. INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM. IJ-SSHS. 2016;8:63–74.
MLA Lubbe, E. “INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM”. International Journal of Social Sciences and Humanity Studies, c. 8, sy. 2, 2016, ss. 63-74.
Vancouver Lubbe E. INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM. IJ-SSHS. 2016;8(2):63-74.