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Using an eportfolio to help undergraduate accountancy students develop deep-learning and critical thinking skills.

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Název: Using an eportfolio to help undergraduate accountancy students develop deep-learning and critical thinking skills.
Autoři: Bradley, Lynn1 (AUTHOR), Kininmonth, Kirsten W.1 (AUTHOR) Kirsten.kininmonth@glasgow.ac.uk
Zdroj: Accounting Education. Nov2025, p1-32. 32p. 1 Illustration.
Témata: *ELECTRONIC portfolios, CRITICAL thinking, ACCOUNTING students, EDUCATIONAL evaluation, ACTION research, REFLECTIVE learning, STUDENT engagement
Abstrakt: This paper sets out the results of action research on a first year undergraduate accountancy course. Using an eportfolio to support learning through assessment, the researchers were able to expose first year students to a broad range of meaningful tasks to help foster skills and deep learning about the accountancy profession. Based on a survey, students prefer the eportfolio compared to an essay-based exam and demonstrate reflective thinking, a key component of critical thinking. The eportfolio assessment encouraged students to engage with a broader range of topics than the traditional essay-based assessment and facilitated learning through assessment. The researchers reflect on their own experience and find that the eportfolio assessment was not onerous to develop or apply. However, both students and researchers found the eportfolio software awkward to use and this meant that its full potential was not used. [ABSTRACT FROM AUTHOR]
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Databáze: Business Source Index
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Abstrakt:This paper sets out the results of action research on a first year undergraduate accountancy course. Using an eportfolio to support learning through assessment, the researchers were able to expose first year students to a broad range of meaningful tasks to help foster skills and deep learning about the accountancy profession. Based on a survey, students prefer the eportfolio compared to an essay-based exam and demonstrate reflective thinking, a key component of critical thinking. The eportfolio assessment encouraged students to engage with a broader range of topics than the traditional essay-based assessment and facilitated learning through assessment. The researchers reflect on their own experience and find that the eportfolio assessment was not onerous to develop or apply. However, both students and researchers found the eportfolio software awkward to use and this meant that its full potential was not used. [ABSTRACT FROM AUTHOR]
ISSN:09639284
DOI:10.1080/09639284.2025.2586573