Learning and Grouth

Introduction

Through my learning, development and understanding, the general concept of this unit is for students to gain, develop and utilize analytical, critical and interpersonal skills. The assessment tasks are focused on written reports, group discussions, rather than calculated methodologies regarding the accounts and transaction side of the course. I believe that each assessment task is provided aim to improve a student’s ability to analyse, conceptualize and construct arguments on different aspects of accounting.

Reflection

Discussion forums provide students with the ability to seek peer support, and also to gain a greater understanding of varying perspectives for their fellow colleagues. The forums not only provide an available form of a research tool, it allows them to develop research skills to gather theoretical, and practical-based knowledge and allow them to further increase their awareness of social issues related to accounting via discussion within the forum with other students. A great tool to discuss with fellow students, you are able to post questions or segments of the subject, which you are unable able to understand, or have had troubles interpreting. For example

Whilst discussion forums are an online source to gain information, the class participation allows more direct interpersonal communications between the students and their tutors, as well as with one another. This enhances a students learning, by providing a direct line of personal communication, which may be an easier method to absorb information, as well as having a more personalized tutor to student learning environment. Not only does this method bring about a different learning environment that is beneficial in assisting students learn, it initially creates (week 1 tutorial) a situation where students are placed within a new unaccustomed environment where they may not know other students and hence are required to interact, gain and develop interpersonal and social skills, which will benefit them in future career working environments, as well as in future, assisting their in-class learning by allowing them to learn off other students. For example

Case Studies are an important segment of the learning criteria, as it brings about real-world problems that can be utilized together with the contents that are being taught in the course. It provides students real life context allowing them to examine, cross reference, resolve and in turn relate in a broader view to apply the accounting concepts, principles and standards in relation to real life situational events that require accounting solutions. Whilst course content is a means of absorbing information, case studies allows students to experience past events corresponding to the use of the information they are given regarding their accounting course, therefore enhancing their developing of applying accounting concepts into real life. For example

The comprehensive professional profile segment of the course is a vital component of a student’s learning curve. It allows to students to revise specific weekly course contents, as well as enhancing their understanding by providing homework/weekly assessments. This ensures students go over the required readings, case studies, and employ further research skills necessary to develop their understanding of the related content. Not only does this method of learning improve a student’s ability to gather, interpret and relay information, it allows to again utilize the given content and express it in their own matter to their tutor/lecturer, allowing them to gain feedback to either improve, or otherwise be told that their understanding of the course content is of required if not higher degree. The comprehensive professional profile segment provides students a time-line of their progress, as well key areas to improve their understanding of the