Designing Student Collaboration to Promote Learning and Engagement in an Introductory Accounting Course
Orlaith Kelly et al.
Abstract
Ensuring that learners have a positive learning experience is crucial in introductory accounting. This study aims to explore the design and development of a collaborative learning approach to promote engagement and learning within introductory accounting modules. We used a design-based research methodology, which is recently emerging within the accounting education field, to design a blended learning intervention in a participatory fashion with 68 first-year accounting students across three design cycles. This paper focuses on how collaborative learning was designed and scaffolded to support engagement and peer learning in the face-to-face and online environments. Findings indicate that students reported greater enjoyment, increased participation, improved peer learning, and more positive perceptions of accounting. These perceptions were accompanied by improved performance in a midterm assessment by the third design cycle. The study offers a practical model and insights for embedding collaborative learning in introductory accounting to support active, student-centered learning.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.