The objective of this project was to develop a short practice set to be used as a culminating project in an introductory accounting course and used in a manner consistent with the cognitive apprenticeship approach to teaching. In the cognitive apprenticeship model, the educational process starts with students following and observing the work of an expert. Following that, students work independently but can access the help and support of the expert if needed. Finally the students reflect on the work done and identify any deficiencies.
To fulfill the objective, a short practice set that could be completed in class under the direction of the instructor was developed and student learning was assessed and compared against a control group. The practice set was designed to be comprehensive, incorporate the primary learning objectives of the course, and was completed in the classroom during the final week of the class with the instructor’s guidance available, consistent with the cognitive apprenticeship approach.
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.
Joseph C. Ugrin, Kansas State University
Katherine Wood, Kansas State University