Implications of student-generated screencasts on final examination performance

Wakefield, J; Tyler, J; Dyson, LE; Frawley, JK

Implications of student-generated screencasts on final examination performance

Wakefield, J

Tyler, J Dyson, LE Frawley, JK

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Publication Type:: Journal Article
Citation:: Accounting and Finance, 2019, 59 (2), pp. 1415 - 1446
Issue Date:: 2019-06-01

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Field	Value	Language
dc.contributor.author	Wakefield, J https://orcid.org/0000-0001-7269-0141	en_US
dc.contributor.author	Tyler, J	en_US
dc.contributor.author	Dyson, LE	en_US
dc.contributor.author	Frawley, JK	en_US
dc.date.available	2020-05-25T19:21:04Z
dc.date.issued	2019-06-01	en_US
dc.identifier.citation	Accounting and Finance, 2019, 59 (2), pp. 1415 - 1446	en_US
dc.identifier.issn	0810-5391	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135507
dc.description.abstract	© 2017 AFAANZ While educational technologies can play a vital role in students’ active participation in introductory accounting subjects, learning outcome implications are less clear. We believe this is the first accounting education study examining the implications of student-generated screencast assignments. We find benefits in developing the graduate attributes of communication, creativity and multimedia skills, consistent with calls by the profession. Additionally, we find improvement in final examination performance related to the assignment topic, notably in lower performing students. The screencast assignment was optional, and the findings suggest a tailored approach to assignment design related to students’ developmental needs is appropriate.	en_US
dc.relation.ispartof	Accounting and Finance	en_US
dc.relation.isbasedon	10.1111/acfi.12256	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Accounting	en_US
dc.title	Implications of student-generated screencasts on final examination performance	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	59	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1402 Applied Economics	en_US
utslib.for	1501 Accounting, Auditing and Accountability	en_US
utslib.for	1502 Banking, Finance and Investment	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Accounting Discipline
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access	*
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	59	en_US

Abstract:

© 2017 AFAANZ While educational technologies can play a vital role in students’ active participation in introductory accounting subjects, learning outcome implications are less clear. We believe this is the first accounting education study examining the implications of student-generated screencast assignments. We find benefits in developing the graduate attributes of communication, creativity and multimedia skills, consistent with calls by the profession. Additionally, we find improvement in final examination performance related to the assignment topic, notably in lower performing students. The screencast assignment was optional, and the findings suggest a tailored approach to assignment design related to students’ developmental needs is appropriate.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/135507