Authors
-
Mark Wheaton
Kaplan Business School Australia
-
Brendan O'Connell
RMIT University
-
Giovanni Merola
Xi’an Jiaotong Liverpool University
Abstract
This study compares final grade results across two different cohorts of accounting students (one using a traditional lecture model and the other inter-teaching – an innovative pedagogy). Boyce and Hineline (2002) designed inter-teaching to engage students in their learning and enhance their academic performance. Accounting courses historically have had a record of high failure rates at an offshore campus of an Australian University, in Vietnam. Final grade comparisons were made between students exposed to inter-teaching and those taught under a traditional lecture-tutorial model. The treatments and participants were independent of each other; however, the course material, assessment and instructor, for both teaching methods, were the same. Both teaching methods were measured for impact in relation to academic performance effectiveness and compared for any differences. The students exposed to inter-teaching performed statistically significantly better than those taught under the traditional model. The findings suggest that inter-teaching is an important tool to encourage the development and improvement of student learning performance, increases student accountability for their learning and advances academic performance in accounting courses.
Downloads
Download data is not yet available.
Author Biographies
-
Mark Wheaton, Kaplan Business School Australia
Dr Mark Wheaton is responsible for quality and delivery of the Accounting programs for Kaplan Business School (KBS), Australia. Mark’s role with Kaplan is to provide guidance to accounting academic heads, subject coordinators and lecturers. Key to his position is to embrace innovative ideas about the novel ways in which accounting can be more effectively taught.
Prior to working for KBS, Mark had worked in government, industry, private practice and recently academia. During his 35-year career, he has worked as Banker with major Australia banks and self-employed for 10 years. Mark was a co-founder, Chairman and CFO of Valuation Exchange Pty Ltd. Mark directed and implemented strategies that saw Valuation Exchange Pty Ltd developed into the largest mortgage valuation business in Australia. Mark was the Managing Partner of a substantial accounting practice in Australia, and along with one partner, built a comprehensive practice focused on business acquisitions. Mark’s Doctoral dissertation is concerned with accounting education and the need to employ engaging pedagogies. His current research interests are accounting education in Asia. Mark is an avid mountain trekker having walked many parts of the World.
-
Brendan O'Connell, RMIT University
Professor O’Connell is Global President of CMA Australia. Professor O’Connell has an extensive track record in both industry and academia having worked as an analyst and bond dealer with major investment banks and being employed in leading universities in the US, Australia and Asia including RMIT University, Monash University and the University of Richmond in Virginia. He researches in the areas of corporate scandals, corporate collapse, accounting education and business ethics and has written case studies on major corporate scandals such as Enron, HIH Insurance and James Hardie. He has also published numerous papers in leading academic journals such as the Journal of Accounting Auditing and Finance, Abacus, Journal of Business Ethics, the British Accounting Review and Critical Perspectives on Accounting. He was a recipient of an Australian Research Council Discovery Grant to examine audit failure in corporate collapse across time. He also was the Lead Investigator in a major study entitled, “Shaping the Future of Accounting Education”.
-
Giovanni Merola, Xi’an Jiaotong Liverpool University
Giovanni has extensive research experience. After earning PhD in Statistics in Canada, he worked for National Statistical Offices in Italy and UK. After which he worked as a financial quantitative analyst in London, UK. His academic career includes working in Spain, Vietnam and now in China. He loves to teach and to experiment with innovative learning models for mathematical subjects. He is particularly interested in models applicable to transnational tertiary education.
