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The context-specific conceptions of learning in case-based accounting assignments, students’ characteristics and performance

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  • Sinikka Moilanen

Abstract

The present study contributes to accounting education literature by describing context-specific conceptions of learning related to case assignments, and by exploring the associations between the conceptions of learning, students’ characteristics and performance. The data analysed consist of 1320 learning diaries of 336 students, connected with students’ characteristics and course grades. The results are in line with earlier studies in that most students in accounting describe reproductive conceptions of learning. However, instead of only increasing knowledge, case assignments seem to emphasise the application of knowledge to real life. Furthermore, the conception of learning seems to be associated with performance in the course and the age of the student. Since no positive development of the conceptions of learning is visible during the course, using case assignments as such does not seem to solve the problem of reproductive conceptions. Therefore, how case assignments are used in teaching needs to be carefully considered.

Suggested Citation

  • Sinikka Moilanen, 2017. "The context-specific conceptions of learning in case-based accounting assignments, students’ characteristics and performance," Accounting Education, Taylor & Francis Journals, vol. 26(3), pages 191-212, May.
    • Handle: RePEc:taf:accted:v:26:y:2017:i:3:p:191-212
    DOI: 10.1080/09639284.2016.1274915
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    Cited by:

    1. Tan, Hwee Cheng, 2019. "Using a structured collaborative learning approach in a case-based management accounting course," Journal of Accounting Education, Elsevier, vol. 49(C).
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2018. "Accounting education literature review (2017)," Journal of Accounting Education, Elsevier, vol. 43(C), pages 1-23.

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