Transcribing accounting lectures: Enhancing the pedagogical practice by acknowledging student behaviour

Dickson-Deane, C; Edwards, M

Transcribing accounting lectures: Enhancing the pedagogical practice by acknowledging student behaviour

Dickson-Deane, C

Edwards, M

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Publisher:: Elsevier BV
Publication Type:: Journal Article
Citation:: Journal of Accounting Education, 2021, 54, pp. 100709-100709
Issue Date:: 2021-03-01

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Field	Value	Language
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.author	Edwards, M
dc.date.accessioned	2021-03-12T06:18:15Z
dc.date.available	2021-03-12T06:18:15Z
dc.date.issued	2021-03-01
dc.identifier.citation	Journal of Accounting Education, 2021, 54, pp. 100709-100709
dc.identifier.issn	0748-5751
dc.identifier.uri	http://hdl.handle.net/10453/147072
dc.description.abstract	© 2020 Elsevier Ltd This study investigated how students demonstrated their use and need for lecture capture transcripts. Lecturers and students from two accounting subjects (i.e., a large first-year introductory class and a smaller graduate seminar series) participated. Students’ stated how they used and needed the transcripts and these statements about behaviors were mapped to Blooms Taxonomy and Maslow's Hierarchy of Needs. Findings focussed on how lecture transcripts influenced the learning process for students and suggested that the design of courses and student characteristics do not negatively influence how students use these transcripts. Implications for the value of transcripts to a students’ learning process is outlined with practical guides on how they can enhance pedagogical delivery while acknowledging the academic workload.
dc.language	en
dc.publisher	Elsevier BV
dc.relation.ispartof	Journal of Accounting Education
dc.relation.hasversion	Accepted Manuscript version	en
dc.relation.isbasedon	10.1016/j.jaccedu.2020.100709
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1302 Curriculum and Pedagogy, 1501 Accounting, Auditing and Accountability
dc.subject.classification	Accounting
dc.title	Transcribing accounting lectures: Enhancing the pedagogical practice by acknowledging student behaviour
dc.type	Journal Article
utslib.citation.volume	54
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1501 Accounting, Auditing and Accountability
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-12-25T00:00:00+1000Z
dc.date.updated	2021-03-12T06:18:08Z
pubs.publication-status	Published
pubs.volume	54

Abstract:

© 2020 Elsevier Ltd This study investigated how students demonstrated their use and need for lecture capture transcripts. Lecturers and students from two accounting subjects (i.e., a large first-year introductory class and a smaller graduate seminar series) participated. Students’ stated how they used and needed the transcripts and these statements about behaviors were mapped to Blooms Taxonomy and Maslow's Hierarchy of Needs. Findings focussed on how lecture transcripts influenced the learning process for students and suggested that the design of courses and student characteristics do not negatively influence how students use these transcripts. Implications for the value of transcripts to a students’ learning process is outlined with practical guides on how they can enhance pedagogical delivery while acknowledging the academic workload.

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http://hdl.handle.net/10453/147072