How it adds up: dual reflections on the online engagement of one cohort of accounting students

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.669

Keywords:

English for Academic purposes, Covid-19, accounting and finance, International students, online learning

Author Biographies

Vicky Collins, University of Reading

Vicky Collins is an EAP Lecturer at the International Study and Language Institute (ISLI), University of Reading. She works with a range of different student cohorts in her roles as Academic Language and Literacy Liaison for the Business School, Pre Sessional English Language Coordinator, and on global graduate modules for Study Abroad/Erasmus programmes.   Her professional interests include curriculum design and an exploration of genres of academic writing in the Business school. She is a Senior Fellow of the Higher Education Academy.

Sue Blackett, University of Reading

Sue Blackett is a Lecturer in Accounting at Henley Business School, University of Reading. She has experience delivering a variety of accounting themes from financial and management accounting to assurance and accounting information systems to undergraduate and postgraduate students in the UK and abroad. Her professional interests include accounting education, curriculum design, cultural adaptation, technology-enhanced learning and supporting international students.

References

Anderson, L. (1994) ‘A new look at an old construct: cross-cultural adaptation’, International Journal of Intercultural Relations, 18(3), pp.293-328. https://doi.org/10.1016/0147-1767(94)90035-3.

Crouch, C. and Mazur, E. (2001) ‘Peer instruction: ten years of experience and results’, American Journal of Physics, 69(9), pp.970-977. https://doi.org/10.1119/1.1374249.

Fry, S. (2020) ‘Flippin’ marvellous!’, Education Technology, 9 October. Available at https://edtechnology.co.uk/features/update-flipped-learning-et/ (Accessed: 30 April 2021)

Fry, H., Ketteridge, S., Marshall, S. and Ketteridge, S. (2014) A handbook for teaching and learning in higher education: enhancing academic practice. London: Routledge.

Guerrero, M. and Rod, A. B. (2013) ‘Engaging in office hours: a study of student-faculty interaction and academic performance’, Journal of Political Science Education, 9(4), pp.403-416. https://doi.org/10.1080/15512169.2013.835554.

Lo, C. K. and Hew, K. F. (2017) ‘A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research’, Research and practice in Technology Enhanced Learning, 12(4), pp.1-22. https://doi.org/10.1186/s41039-016-0044-2.

Mehring, J. and Leis, A. (2018) Innovations in flipping the language classroom: theories and practices. 1st edn. Singapore: Springer Singapore.

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Published

29-10-2021

How to Cite

Collins, V. and Blackett, S. (2021) “How it adds up: dual reflections on the online engagement of one cohort of accounting students”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.669.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Fostering student engagement

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