Description
Financial Risk Management and Taxation are the two highly technical and complex subjects in Accounting and Finance Programme. The complexity of learning the above two modules arises when students are required to integrate their knowledge of different topics to work out a problem-solving task. The complexity level escalates when there is a high level of integration among these individual topics as claimed by van Merriënboer and Kirschner (2017) that the number of elements and the degree of interaction will determine the complexity of a task. When the students are trying to solve these task-oriented problems, they are engaged in the so-called instrumental learning that significantly involves self-reflection (Mezirow, 1990). In other words, self-reflection is a key aspect in learning complex subjects.Although self-reflection is often employed to promote self-regulation in learning as it is ‘central to the self-regulation of behaviours’ (Roberts and Stark, 2008, p. 1054), most students are inadequately equipped with the skills required to self-regulate their learning especially when these students live in the world of technology (Zimmerman, 2002). Students do not normally reflect on their understanding or learning progress of the modules until after the assessment period that is too late for any remedial actions. Hence, instead of capturing a snapshot reflection at the end of the semester, this project employs a more proactive and dynamic approach to engaging students in self-reflection on a weekly basis.
Although self-reflection has been claimed to be an effective pedagogic strategy for enhancing student engagement in learning (Yusuff, 2015) and as a significant aspect in pedagogical research across many disciplines, its use in Accounting and Finance education has not been empirically addressed. In order to fill the research gap, this project will explore the use of self-reflection feedback as a means of enhancing students’ engagement with their learning progress of highly technical subjects. As Taxation is a Year 2 compulsory module whereas Financial Risk Management is Year 3 optional module, this project also aims at comparing the different levels of engagement with self-reflection between the two modules.
| Period | 2 May 2018 |
|---|---|
| Event title | British Accounting and Finance Association (BAFA) Accounting Education Special Interest Group (AESIG) Annual Conference: null |
| Event type | Conference |
| Location | Brighton, United Kingdom |
| Degree of Recognition | International |