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Approaches to social constructivist accounting education
Thesis (PhD)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613684137721856 |
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| access_status_str | Open Access |
| author2 | Coetzee, Stephen |
| author_browse | Coetzee, Stephen |
| author_facet | Coetzee, Stephen |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/69991 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:02.981Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/69991 Approaches to social constructivist accounting education Coetzee, Stephen u02571625@tuks.co.za Schmulian, Astrid UCTD Competency-Based Education Accounting Education Team Teaching Educational Chatbots Team Assessment with Immediate Feedback (TAIF) Economic and management sciences theses SDG-04 Economic and management sciences theses SDG-09 Thesis (PhD)--University of Pretoria, 2018. A competency-based approach to teaching, learning and assessment that focuses on the development of competencies that are essential for success in the accounting profession, has been proposed for accounting education. Rooted in social constructivism, this thesis reports on three competency-based approaches to accounting education. Paper 1 explores undergraduate accounting students’ perceptions of their experience of team teaching and suggests that the respondent students assessed the teaming and equal status models of team teaching positively. The students were statistically significantly more positive about the advantages of the teaming model than the equal status model. The teaming model provides students with lectures that, from their perspective, are more interesting, aid the students’ understanding, and provide students with faster and more individualized support than the equal status model. In adopting the teaming model, teachers should, however, consider sources of possible confusion and intimidation. Paper 2 discusses the development of two Messenger bots using Chatfuel, a visual development environment for developers that do not have any programming or coding knowledge. Informed by social constructivist learning, the content of the messages sent to the students was carefully scripted and personalized, to encourage anthropomorphism on the part of the student users. The majority of the respondent student users expressed their overall satisfaction with the Messenger bots. The methodology applied in the development of the different bots can be used by instructors in developing their own Messenger bots, to support their teaching and their students' learning. Paper 3 reports on the development, and the students’ perceptions of their experience, of a Team Assessment with Immediate Feedback (TAIF), in which immediate formative feedback is provided to the students by their peers and the assessment instrument (the IF-AT_ form). Results of the quantitative and qualitative data, collected in a survey, suggest that the majority of the students experienced the TAIF positively. The study provided some initial evidence that a team assessment in a culturally diverse student cohort may enhance intercultural collaboration. Team assessments may also contribute towards re-establishing the link between professional accounting education and practice. cb2026 Accounting PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2019-06-02T11:39:40Z 2019-06-02T11:39:40Z 2019/04/05 2018 Thesis Schmulian, A 2018, Approaches to social constructivist accounting education, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69991> A2019 http://hdl.handle.net/2263/69991 en © 2019 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 Competency-Based Education Accounting Education Team Teaching Educational Chatbots Team Assessment with Immediate Feedback (TAIF) Economic and management sciences theses SDG-04 Economic and management sciences theses SDG-09 Approaches to social constructivist accounting education |
| title | Approaches to social constructivist accounting education |
| title_full | Approaches to social constructivist accounting education |
| title_fullStr | Approaches to social constructivist accounting education |
| title_full_unstemmed | Approaches to social constructivist accounting education |
| title_short | Approaches to social constructivist accounting education |
| title_sort | approaches to social constructivist accounting education |
| topic | UCTD Competency-Based Education Accounting Education Team Teaching Educational Chatbots Team Assessment with Immediate Feedback (TAIF) Economic and management sciences theses SDG-04 Economic and management sciences theses SDG-09 |
| url | http://hdl.handle.net/2263/69991 |