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Problem #3 - Lack of Understanding of Students' Beliefs Regarding "Active Learning" The new introductory accounting courses attempt to place students in the active learning mode. Some students have resisted this change. As pointed out above, their resistance was partially attributable to shortcomings in the marketing approach (see Problem #1, above). Assessment results, however, indicate a more fundamental problem was also involved here. Many students provided feedback indicating that they believed that they were "paying" the instructor to teach. By this they mean that they expect to receive high quality lectures. In short, these students believe that they are getting their money's worth only to the extent that the instructor does a good job of lecturing. These students would appear to be accepting very little responsibility for their own learning. They seem to view their learning as equated to the professor's lecturing ability rather than to their own active engagement with the subject matter. At the commencement of the grant, the project team did not have a good understanding of students' beliefs with respect to teaching vs. learning. Moreover, the project team itself was somewhat divided in its views on this matter. Solution to Problem #3 Thus far, the project team has addressed this problem in two ways. First, instructors announce on the first day of class that success in the course depends on the student's willingness to adopt an active learning mode. To this end, an announcement has been inserted prominently in the course syllabus, which is discussed by the instructor at the first class meeting and brought up again and again during the semester. Second, the student workbook now contains a section on careers in accounting which, among other things, points out that prospective employers are looking for students who have the ability to learn independently. Employers seek students who take responsibility for their lifelong learning. In short, the message to students is those who are willing to sit back and passively wait to be taught will find themselves at a disadvantage in future employment markets. These initiatives, at best, have persuaded some students to change their attitudes about learning. Viewed within the context of the entire undergraduate curriculum, it is obvious that one or two courses alone cannot be expected to have much impact on student beliefs regarding their responsibilities for learning. However, the project team's perception is that many other departments and colleges at CSU, Chico are gradually moving towards the active learning mode, which should have a positive impact on students attending our introductory accounting courses.
Structure of the New Courses | Obstacles | Resources | Outcome Measures Reaction of Interested Parties | Recommendations for Interested Parties | Links | Index |