Abstract
As assessments in accounting education have become progressively more qualitative in nature, the need for constructive feedback to students has increased. Concerns have been raised about accounting education, not least of which are that the standard assessment remains the examination, with little active student involvement in the education process and a predominance of teacher-led exposition. The primary purpose for this study is to assess the current practice regarding feedback provision in accounting courses in an International University in South-East Asia and ascertain how the provision of feedback may be enhanced to improve student performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adler, R.W. and Milne, M.J. 1997. “Improving the quality of accounting students’ learning through action-orientated learning tasks.” Accounting Education, 6 (3): 191–215.
Albrecht, S.W. and Sack, R.J. 2000. “Accounting education: Charting the course through a perilous future.” Accounting Education Series, 16, American Accounting Association, Saratosa, FL.
Barr, R.B. and Tagg, J. 1995. “From teaching to learning—A new paradigm for undergraduate education.” Change: The Magazine of Higher Learning, 27 (6): 12–26.
Chanock, K. 2000. “Comments on essays: Do students understand what tutors write?” Teaching in Higher Education, 5 (1): 95–105.
Gibbs, A. 1997. “Focus Groups” Social Research Update 19, Winter, Department of Sociology, University of Surrey. Available online at: http://sru.soc.surrey.ac.uk/SRU19.html. Accessed September 23, 2014.
Graham, C.R. 2005. “Blended learning systems: definition, current trends and future directions” In Handbook of blended learning: Global Perspectives, Local Designs, eds. C.J. Bonk and C.R. Graham. San Francisco, CA. Pfeiffer Publishing.
Hawkins, J. 2007. “The intractable dominant educational paradigm.” In Changing Education, CERC Studies in Comparative Education, 20: 137–162.
Higgins, R., Hartley, P. and Skelton, A. 2002. “The conscientious consumer: Reconsidering the role of assessment feedback in student learning.” Studies in Higher Education, 27 (1): 53–64.
Ice, P., Curtis, R., Phillips, P. and Wells, J. 2007. “Using asynchronous audio feedback to enhance teaching presence and students’ sense of community.” Journal of Asynchronous Learning Networks, 11 (2): 3–25.
Lizzio, A. and Wilson, K. 2008. “Feedback on assessment: students’ perceptions of quality and effectiveness.” Assessment & Evaluation in Higher Education33(3): 263–275.
Lunt, T. and Curran, J. 2010 “Are you listening please? The advantages of electronic audio feedback compared to written feedback.” Assessment & Evaluation in Higher Education, 35 (7): 759–769.
Merry, S. and Orsmond, P. 2007. “Students’ responses to academic feedback provided via mp3 audio files.” Paper presented at the Science Learning and Teaching Conference, in Stafford, UK
Nicol, D. and Macfarlane-Dick, D. 2006. “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice.” Studies in Higher Education, 31 (2): 199–218.
O’Connell, B. 2010. “Enhancing Assessment Feedback. Practices in Accounting Education—Issues, Obstacles, and Reforms.” Sydney: Australian Learning and Teaching Council.
Orsmond, P. and Merry, S. 2011. “Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback.” Assessment & Evaluation in Higher Education, 36 (2): 125–136.
Orsmond, P., Merry, S. and Reiling, K. 2005. “Biology students’ utilization of tutors’ formative feedback: a qualitative interview study.” Assessment & Evaluation in Higher Education, 30 (4): 369–386.
Osgerby, J. 2013. “Students’ perceptions of the introduction of a blended learning environment: An exploratory case study.” Accounting Education: An International Journal, 22 (1): 85–99.
Rotherham, R. 2008. “Sounds good: Quicker, better assessment using audio feedback.” Available online at: http://www.webarchive.org.uk/wayback/archive/20080625152735/http://jisc.ac.uk/whatwedo/ programmes/programme_users_and_innovation/soundsgood.aspx. Accessed June 20, 2014.
Rust, C., Price, M. and O’Donovan, B. 2003. “Improving students’ learning by developing their understanding of assessment criteria and processes.” Assessment & Evaluation in Higher Education, 28 (2): 147–164.
Stuart, I. 2004. “The impact of immediate feedback on student performance: An exploratory study in Singapore.” Global Perspectives on Accounting Education, 1 (1): 1–15.
Webster, F., Pepper, D., and Jenkins, A. 2000. “Assessing the undergraduate dissertation.” Assessment & Evaluation in Higher Education, 25 (1): 71–80.
Young, P. 2000. “I Might as Well Give Up: Self-esteem and mature students’ feelings about feedback on assignments.” Journal of Further and Higher Education, 24 (3): 409–418.
Editor information
Editors and Affiliations
Copyright information
© 2015 Frederique Bouilheres
About this chapter
Cite this chapter
Bouilheres, F. (2015). International Intersections with Learning Theory: The Role of Feedback in the Learning-Loop. In: Collins, C.S., Neubauer, D.E. (eds) Redefining Asia Pacific Higher Education in Contexts of Globalization: Private Markets and the Public Good. International and Development Education. Palgrave Pivot, New York. https://doi.org/10.1057/9781137559203_7
Download citation
DOI: https://doi.org/10.1057/9781137559203_7
Publisher Name: Palgrave Pivot, New York
Print ISBN: 978-1-137-55919-7
Online ISBN: 978-1-137-55920-3
eBook Packages: Palgrave Education CollectionEducation (R0)