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Learning from collaborative explanations in accounting education
Thesis (PhD (Accounting Science))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613713223122944 |
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| access_status_str | Open Access |
| author2 | Schmulian, Astrid |
| author_browse | Schmulian, Astrid |
| author_facet | Schmulian, Astrid |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Accounting Science))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100822 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:31.230Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100822 Learning from collaborative explanations in accounting education Schmulian, Astrid marchantia.pollock@up.ac.za Coetzee, Stephen Pollock, Marchantia UCTD Sustainable Development Goals (SDGs) Team teaching Learning by explaining Competency based education Accounting education Skills development Thesis (PhD (Accounting Science))--University of Pretoria, 2024. Rooted in social constructivism, this thesis aims to support accounting educators in transitioning from traditional rote learning approaches to more dynamic educational approaches which broaden accounting competency development. To achieve this, this thesis introduces the use of student-led team-teaching tasks, which incorporate learning-byexplaining, through various modes (oral, video and written), to develop accounting students’ conceptual and transfer knowledge, while simultaneously developing their teamwork and communication skills within a competency-based accounting education setting. The findings indicate that student-led team-teaching tasks, which incorporate learning-byexplaining, played a beneficial role in providing accounting students with opportunities for broader competency development. These tasks not only supported accounting students’ knowledge development but also created opportunities for the development of teamwork and communication skills. In particular, the findings of this thesis indicate that weak and moderate-performing accounting students obtain comparable conceptual knowledge development benefits from all three modes (oral, video, and written) of the student-led team-teaching tasks. However, top-performing accounting students only benefited from the video mode, with decreases in conceptual knowledge observed from the oral and written modes. The mode of the explanation, therefore, played a role in the conceptual knowledge development benefits experienced by the top-performing students of this thesis. - i - In terms of transfer knowledge, all students, regardless of prior-performance level, experienced comparable development benefits from all three explanation modes. Therefore, the mode of the explanation did not influence the transfer knowledge development benefits from the student-led team-teaching tasks. In terms of opportunities for teamwork and communication skills development from the student-led team-teaching tasks, incorporating learning-by-explaining, accounting students more frequently reported opportunities for teamwork skills development than for communication skills development. This trend was consistent across all task modes (oral, video and written). When focusing solely on teamwork skills development, the mode of explanations appeared to play a role, with the video explanation mode being perceived as the most beneficial for creating opportunities for teamwork skills development. However, the mode did not appear to influence the development of communication skills, as all three modes were reported to provide comparable benefits for communication skills development. In conclusion, this thesis offers accounting educators an exemplar task, the student-led team-teaching task, which facilitates broader competency development for accounting students. The thesis also contributes new insights to the literature on competency-based education, team-teaching, learning-by-explaining, and accounting education. Accounting PhD (Accounting Sciences) Unrestricted Faculty of Economic And Management Sciences SDG-04: Quality education 2025-02-13T09:35:37Z 2025-02-13T09:35:37Z 2025-04 2024-10 Thesis * A2025 http://hdl.handle.net/2263/100822 https://doi.org/10.25403/UPresearchdata.27073921 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Team teaching Learning by explaining Competency based education Accounting education Skills development Learning from collaborative explanations in accounting education |
| title | Learning from collaborative explanations in accounting education |
| title_full | Learning from collaborative explanations in accounting education |
| title_fullStr | Learning from collaborative explanations in accounting education |
| title_full_unstemmed | Learning from collaborative explanations in accounting education |
| title_short | Learning from collaborative explanations in accounting education |
| title_sort | learning from collaborative explanations in accounting education |
| topic | UCTD Sustainable Development Goals (SDGs) Team teaching Learning by explaining Competency based education Accounting education Skills development |
| url | http://hdl.handle.net/2263/100822 https://doi.org/10.25403/UPresearchdata.27073921 |