Biggs et al 2011 p45 emphasises that expert teachers

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: limits of a person. Act: This dimension is to act on issues that the instructors have analysed in dimension two based on the decisions which they have decided in dimension three above. For example, the instructor conducts literature review and learns that for deep learning to occur students need to connect with course topics and apply them (Delotell et al. 2010). The instructor then decides to use real‐world applications and hands‐on approach to address issues raised in the one‐minute papers and, involve learners in making decisions on the learning activities that are applicable to them. Evaluate: This dimension is to evaluate whether the instructors’ actions in dimension four indeed enhances learning and teaching experiences of the instructors and the participants and, to monitor their actions to gauge their success. Expert teachers evaluate their teaching methods to more effectively motivate students to solve their own problems (Biggs et al. 2011, pp 45‐55). For example the instructors employ the PEER model to evaluate the effectiveness of their teaching strategies and methods. Another example is that the instructors practice reflection to self‐evaluate and commit to continuous improvement that enhances teaching and learning experiences. The above five dimensional processes are repeated continually. The processes help to enhance the learning and teaching qualities. Biggs et al. (2011, p.45) emphasises that expert teachers continually reflect on their teaching. 6. Conclusions Quality teaching of FIMS or AIS requires instructors to actively update their knowledge of accounting systems and information technology as well as to learn how to teach and to reflect on teaching techniques. Constructivist Learning theory and Cognitive Load theory help instructors to design course materials that assist learners to absorb new information. Bloom’s Revised Taxonomy, the Peer model, one‐minute papers and expectation forms are tools to assist instructors in designing...
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