This paper describes an innovative cooperative learning project set in the context of current discussions on International Financial Reporting Standards (IFRS). Student partners were tasked to become champions on specific IFRS standards and share their understanding with the fellow students in an advanced accounting class. First, students were required to individually research an area of IFRS based on a local CPA presentation. Afterwards, a local CPA firm made a formal IFRS presentation to the advanced accounting class. This was followed by students working independently in pairs to research a specific IFRS standard and synthesizing their findings into a formal oral presentation to educate their classmates. Finally students wrote individual reflection papers on learning IFRS. A key feature of the project was building learning interdependence within and across groups. Student feedback suggest this project enhanced student learning and interest in IFRS by moving away from the passive “chalk and talk” pedagogical approach towards an active, deeper learning experience. The paper is focused on instructors with limited or no prior experience on teaching IFRS.
This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
Michael S. Wilson, CPA, MBA, Metropolitan State University