2010 rai vatanasakdakul

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Unformatted text preview: graduates lack sufficient meta‐ cognitive knowledge of information systems to perform their tasks or are ill‐equipped to meet the challenges of working in modern organisations (Velayutham and Perera, 2008; Harrast et al. 2010; Rai, Vatanasakdakul and Aoun, 2010; Tan and Sedera, 2010; Badua et al. 2011). Quality teaching of FIMS requires instructors to actively update their knowledge of accounting systems and information technology as well as to reflect on teaching techniques. Reflection and reflective practices are taught within the education discipline (Birenbaum and Amdur, 1999; Carlo, Hinkhouse and Isbell, 2010), and have grown in popularity in other disciplines e.g. health education (Thorpe 2004; Plack and Greenberg 2005; 263 Hien Minh Thi Tran and Farshid Anvari Mann, Gordon and MacLeod 2009). Reflective studies have been introduced in engineering (Kelly, 2008), computing (Hazzan, 2002; Hazzan and Tomayko, 2003) and accounting disciplines (Samkin and Francis, 2008; Hancock et al. 2009, McGuigan and Kern, 2009, 2010). However, accounting students have found the concept of reflection difficult to comprehend and educators are warned about staff additional workload (Samkin et al. 2008). Schön (1983), an influential thinker in developing the theory and practice of reflective professional learning, recognised the significant contribution of critical reflection in the development of professional knowledge. Schön provided examples of how other professions reflect however he did not include accounting and IT professionals in his books. Little has been written about how accounting and IT professionals reflect on their practice and how they apply their reflections to the teaching of FIMS or AIS. This paper explores the research question: how can reflective professionals assist computing and accounting academics in the design and delivery of FIMS or AIS courses? We discuss (1) the rationale for the importance of constructivist learning theory, cognitive load theory, reflective and action‐research in teaching and learning, (2) Bloom’s Revised Taxonomy, (3) the applications of Bloom an...
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This document was uploaded on 03/09/2014 for the course ACC 301 at HELP University.

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