n South African Journal of Higher Education - A personal reflection of the impact of adopting a student-centred teaching approach to influence accounting students' approaches to learning
|Article Title||A personal reflection of the impact of adopting a student-centred teaching approach to influence accounting students' approaches to learning|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of the Witwatersrand and 2 University of the Witwatersrand|
|Publication Date||Jan 2015|
|Pages||257 - 274|
|Keyword(s)||Accountancy education, Guided mastery, Reflective practice, Self-regulated learning and Student-centred learning|
The study reported on in this article explored how both the first author's teaching practice and students' learning approaches evolved as she embarked on a project to help students take responsibility for their own learning and acquire specific self-regulated learning (SRL) skills. The intervention involved ten tutorials taught to a pilot group of 28 students studying financial accounting at a School of Accountancy in Johannesburg, South Africa. During the intervention, the author used guided mastery principles and student-centred activities to teach learning strategies and skills. Action research was used as a tool to assist in designing the intervention, reflecting on and then evaluating the findings. Qualitative data was collected in the form of written and verbal feedback from group participants and colleagues, and the use of a research diary. The findings indicated that guided mastery and active learning are effective techniques for teaching specific SRL skills to students. The feedback provided by students also showed that the intervention fostered student learning. The author's own teaching practice also improved through reflecting on and making changes to her teaching approach.
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