Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: d the reflective concept to design and deliver FIMS courses, (4) reflection on our teaching strategies in applying these concepts and, (5) conclusions on how reflective professionals can assist computing and accounting academics in the design and delivery of FIMS or AIS courses. 2. Literature review Constructivist learning theory states that learning is an active process of creating meaning from experiences. Learners interpret concepts and principles in terms of the ‘schemata’ that they have already developed (Biggs and Tang 2011, p.22). Cognitive Load Theory (CLT) states that human memory consists of sensory memory, working memory where during learning schemas are generated and, long‐term memory where knowledge is stored in the form of schemas; a well designed instructional material would present the new information such that the schema generation is within the working memory of a learner (Sweller, Merrienboer and Paas 1998). Instructional strategies that encourage deeper thought and further consideration of course topics lead to robust discussions and heighten student interest and motivation levels. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real‐world situations (Delotell, Millam and Reinhardt, 2010). Schön (1983) introduced the terms of reflection‐in‐action and reflection‐on‐action. He describes reflection‐in‐ action as ‘thinking on our feet’, the thinking and reflecting that happens in the midst of activity and, reflection‐ on‐action as the thinking and reflecting that occurs after an event. Killion and Todnem (1991) extended Schön’s concepts to include reflection‐for‐action which is to review what has been accomplished and identify constructive guidelines to follow to succeed in the given task in the future. The importance of reflection is noted in the literature and reflective capacity is regarded by many as an essential characteristic for professional competence. (Mann et al. 2009) There are four key dimensions of reflection: describe, analyse, transform meaning and action (...
View Full Document

This document was uploaded on 03/09/2014 for the course ACC 301 at HELP University.

Ask a homework question - tutors are online