Engendering learning engagement in a diverse cohort: a reflection

Engendering learning engagement in a diverse cohort: a reflection Purpose – The purpose of this paper is to reflect upon and describe the introduction of an articulated engagement learning and teaching approach to a diverse cohort in a postgraduate management accounting unit of study. Design/methodology/approach – A case study, based on the authors' experiences teaching diverse cohorts applies Bandura's social learning theory. Observation and modelling (which shaped earlier educational experiences and dominate student behaviour and classroom engagement) were used to overcome passive learning behaviour in diverse cohorts. Findings – Better preparation for class by students is engendered by showing how study is applied. High engagement during class time is a combination of careful team construction and a task that has work relevance. Diversity need not be a constraint on teaching nor a barrier to learning. Diversity can be harnessed to facilitate learning. Reflection of the experience of students indicates high engagement, more confident, flexible and non‐scripted student responses and awareness of the value of diversity in the team. Originality/value – An articulated engagement learning and teaching approach is described which caters for diversity, using resourcing problems with alternative recommendation choices, requiring justification, critique and defence. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Accounting Research Journal Emerald Publishing

Engendering learning engagement in a diverse cohort: a reflection

Accounting Research Journal, Volume 24 (2): 10 – Sep 13, 2011

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
1030-9616
DOI
10.1108/10309611111163727
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to reflect upon and describe the introduction of an articulated engagement learning and teaching approach to a diverse cohort in a postgraduate management accounting unit of study. Design/methodology/approach – A case study, based on the authors' experiences teaching diverse cohorts applies Bandura's social learning theory. Observation and modelling (which shaped earlier educational experiences and dominate student behaviour and classroom engagement) were used to overcome passive learning behaviour in diverse cohorts. Findings – Better preparation for class by students is engendered by showing how study is applied. High engagement during class time is a combination of careful team construction and a task that has work relevance. Diversity need not be a constraint on teaching nor a barrier to learning. Diversity can be harnessed to facilitate learning. Reflection of the experience of students indicates high engagement, more confident, flexible and non‐scripted student responses and awareness of the value of diversity in the team. Originality/value – An articulated engagement learning and teaching approach is described which caters for diversity, using resourcing problems with alternative recommendation choices, requiring justification, critique and defence.

Journal

Accounting Research JournalEmerald Publishing

Published: Sep 13, 2011

Keywords: Postgraduates; Australia; Deep learning; Diversity; Shallow learning; Social learning theory; Team‐based learning

References

  • Social Learning Theory
    Bandura, A.
  • Team‐based learning at ten medical schools: two years later
    Thompson, B.M.; Schneider, V.F.; Haidet, P.; Levine, R.E.; McMahon, K.K.; Perkowski, L.C.; Richards, B.F.

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