Student Perceptions of the Effectiveness of the Use of Video Podcasts within a Higher Education Mangerial Accounting Curriculum:A Pilot Study
This paper,designated as a working paper,is located in the arena of an undergraduate introductorylevel accounting module in England.It assesses the effectiveness of the use of video-based podcasts (for reference,VPCs in this paper) as a mobile learning (m-leaming) educational tool.In this context,video podcasts are defined as a downloadable medium,downloaded via a computer to a digital media player.Such players are often found on smart phones,laptops and Mac books.Once downloaded,the video pod-cast may be watched by students as frequently as required in a variety of locations,thus embracing flexibility linked to student needs.The study captures and assesses perceptions of students concerning the utility and effectiveness of VPCs as teaching mechanism both as a standalone pedagogical mechanism and in comparison to other teaching and learning mechanisms,including lectures,seminars,textbooks,and readings.The VPCs used are in four forms:as examples of worked questions/answers; selected lectures; coursework feedback; sample exam paper guidance/revision.The findings inform educators in the design of curriculum.Curriculum design is set against a backdrop of increasing student expectations,and particularly so in the context of impending substantially increased student fees in England (due to rise three-fold in September 2012).The students in this pilot number twenty-five,comprising 31.6% of the seventy nine students registered on a Level 2 Managerial Accounting module in a university located in London.The questions in the questionnaire are informed by and derived from two semi-structured focus interviews,with five students in each group.The groups-both the two focus groups and larger group of twenty five,are stratified to comprise populations broadly representative of the total module population.The data from questionnaire collection are analyzed and explored using content analysis and laddering.The analyses indicate that students perceive the VPCs to have value both as standalone curriculum components and are highly thought of and valued as part of the package of content within the module delivery.
Accounting education, e-learning curriculum evaluation vidcasts podcasts
Alan Parkinson Lynsie Chew Roland Miller
Dept.of Management Science and Innovation, University College London(UCL), LondonSchool of Business and Management, Queen Mary, University of London, London
国际会议
Conference on Creative Education (创新教育国际学术会议(CCE2012))
上海
英文
711-716
2012-04-01（万方平台首次上网日期，不代表论文的发表时间）