Series editor(s): Dorothy Feldmann and Timothy Rupert
Subject Area: Accounting and Finance
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|Title:||Using a technology-mediated approach to create a practice–feedback–interaction process for use with accounting courses|
|Author(s):||Richard E. Lillie|
|Volume:||9 Editor(s): Bill N. Schwartz, Anthony H. Catanach ISBN: 978-0-7623-1458-4 eISBN: 978-1-84950-519-2|
|Citation:||Richard E. Lillie (2008), Using a technology-mediated approach to create a practice–feedback–interaction process for use with accounting courses, in Bill N. Schwartz, Anthony H. Catanach (ed.) 9 (Advances in Accounting Education, Volume 9), Emerald Group Publishing Limited, pp.267-286|
|DOI:||10.1016/S1085-4622(08)09013-5 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer them. This chapter focuses on how to use technology tools to create innovative course materials, delivery methods, and collaborative processes.
The chapter explains how I combined traditional instructional methods and technology-mediated learning (TML) techniques to create a practice–feedback–interaction process for use with two undergraduate auditing courses. I taught the first course (Auditing) during Fall Quarter 2006 and the second course (Advanced Auditing) during Winter Quarter 2007. I taught both courses in a blended instructional format.
This chapter shows how I used the practice–feedback–interaction process with individual and team writing assignments in the two auditing courses. I explain how the TML process works and describe technology tools used at each step of the process. Student comments provide feedback about how they reacted to using the technology-mediated teaching–learning process.
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