Rae, Kirsten and Sands, John (2013) Using classroom layout to help reduce students' apprehension and increase communication. Accounting Education: An International Journal, 22 (5). pp. 489-491. ISSN 0963-9284
Abstract
When teaching introductory management accounting courses at undergraduate level, we have noticed that some students experience difficulty in integrating theoretical and technical knowledge of management accounting and applying it to specific scenarios. We decided to change the nature and design of the tutorials to provide greater support for students to discuss the concepts on an individual basis. In order to do so, we needed to overcome the communication apprehension we had observed. In summary, the changes to classroom layout for the tutorials appear to have reduced apprehension and increased participation, as students felt more comfortable talking about the course content, which ultimately enhanced their knowledge of management accounting and their performance in the course.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Commerce |
| Date Deposited: | 11 Feb 2015 06:03 |
| Last Modified: | 29 Nov 2017 00:35 |
| Uncontrolled Keywords: | tutorials; classroom layout; accounting education |
| Fields of Research : | 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| Identification Number or DOI: | 10.1080/09639284.2013.835534 |
| URI: | http://eprints.usq.edu.au/id/eprint/26734 |
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