Improving the quality of accounting students' learning through action-oriented learning tasks

Abstract

This paper argues that the basis for change in accounting education to more active student involvement is much broader than the need to supply the accounting professions with graduates who possess wider skills and competencies. Active student engagement, in fact, is seen by several educationalists as an essential ingredient to all student learning and the developing of lifelong learning skills. Drawing from our own experiences, the paper illustrates how problem-based and peer-assisted learning tasks can help promote many of the skills and competencies so desired by educationalists, professions, employers and universities alike. The paper also provides student feedback on the effectiveness of these learning tasks in helping to develop those attitudes, skills, and knowledge. Consistent with much of the evidence in the general education literature, and in comparison with more traditional lecture-tutorial based courses, the student feedback overwhelmingly supports the use of action-oriented learning tasks.