Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: A learning community approach to assessment

Taylor, Sue, Ryan, Mary, & Pearce, Jon (2015) Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: A learning community approach to assessment. Higher Education Research and Development, 34(6), pp. 1251-1269.

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Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, undergraduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students’ feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes.

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ID Code: 84439
Item Type: Journal Article
Refereed: Yes
Keywords: accounting;, assessment, collaboration;, peer review, reflective learning;, student engagement;, web-based learning, HERN
DOI: 10.1080/07294360.2015.1024625
ISSN: 1469-8366
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Accountancy
Copyright Owner: Copyright 2015 HERDSA
Copyright Statement: This is an accepted manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 22 May 2015, available online http://wwww.tandfonline.com/10.1080/07294360.2015.1024625
Deposited On: 03 Aug 2015 22:45
Last Modified: 02 Dec 2016 06:42

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