Journal article
'Lights, Camera, Action!' Video Technology and Students' Perceptions of Oral Communication in Accounting Education
Accounting Education , Vol.23(2), pp.135-154
2014
Abstract
This paper examines the influence of an authentic assessment item on three dimensions of oral communication in accounting education: skills, self-efficacy, and relevance. An explanatory mixed methods design is used to explore students' perceptions of their development. The results indicate that an elevator pitch assessment has a positive impact on all three dimensions. In particular, the employed video technology fosters greater self-awareness and a more accurate perception of skill levels, and enhances students' self-efficacy. The contextualised learning experience also enables students to better appreciate the relevance of oral communication to their future careers. The paper extends the literature on video technology, self-efficacy, and generic skills development in accounting education, and provides relevant stakeholders with evidence of an authentic activity that can assist with bridging the skills-expectation gap.
Details
- Title
- 'Lights, Camera, Action!' Video Technology and Students' Perceptions of Oral Communication in Accounting Education
- Authors
- Craig Cameron (Corresponding Author) - Griffith UniversityJennifer Dickfos (Author) - Griffith University
- Publication details
- Accounting Education , Vol.23(2), pp.135-154
- Publisher
- Routledge
- DOI
- 10.1080/09639284.2013.847326
- ISSN
- 1468-4489
- Organisation Unit
- School of Business and Creative Industries
- Language
- English
- Record Identifier
- 99714797902621
- Output Type
- Journal article
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- Business, Finance
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