Accounting Education
A Cognitive Load Theory Perspective
1st Edition
Published on 9. January 2017
Book
Hardback
148 pages
978-1-138-28630-6 (ISBN)
Description
This book provides a comprehensive and critical overview of learning accounting. It illustrates that when learners need to mentally integrate two or more distinct items of information, it places unnecessary demands on cognitive load.
The book discusses the cognitive load theory, which assumes that the task of mental integration increases the load on already limited working memory, and it does so to such an extent that learning may be severely impeded. The book also investigates how students could deal with cognitive overload when learning introductory accounting using three instructional design formats: the split-attention format, the integrated format, and the self-managed format.
The book discusses the cognitive load theory, which assumes that the task of mental integration increases the load on already limited working memory, and it does so to such an extent that learning may be severely impeded. The book also investigates how students could deal with cognitive overload when learning introductory accounting using three instructional design formats: the split-attention format, the integrated format, and the self-managed format.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Adult education
Professional and scholarly
Illustrations
37 s/w Abbildungen, 37 s/w Zeichnungen, 19 s/w Tabellen
19 Tables, black and white; 37 Line drawings, black and white; 37 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
Weight
430 gr
ISBN-13
978-1-138-28630-6 (9781138286306)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Seedwell Tanaka Muyako Sithole | Indra Abeysekera
Accounting Education
A Cognitive Load Theory Perspective
Book
06/2019
1st Edition
Routledge
€51.98
Shipment within 15-20 days
Seedwell Tanaka Muyako Sithole | Indra Abeysekera
Accounting Education
A Cognitive Load Theory Perspective
E-Book
02/2017
Routledge
€59.49
Available for download
Seedwell Tanaka Muyako Sithole | Indra Abeysekera
Accounting Education
A Cognitive Load Theory Perspective
E-Book
02/2017
Routledge
€59.49
Available for download
Persons
Seedwell Tanaka Muyako Sithole is Lecturer at the School of Business at the Western Sydney University, Australia. He holds a PhD in Accounting, and his areas of expertise lie in financial accounting, accounting education, and financial reporting and regulation. He lectures in accounting and finance at both the undergraduate and postgraduate levels.
Indra Abeysekera is Professor in Accounting and Dean of DBA at the S. P. Jain School of Global Management in Sydney, Australia. He is a skilled and committed accounting academic and research leader with expertise in financial accounting. He has an outstanding track record in the accounting discipline, having published five peer-reviewed research books and more than 100 articles.
Indra Abeysekera is Professor in Accounting and Dean of DBA at the S. P. Jain School of Global Management in Sydney, Australia. He is a skilled and committed accounting academic and research leader with expertise in financial accounting. He has an outstanding track record in the accounting discipline, having published five peer-reviewed research books and more than 100 articles.
Content
List of figures
List of tables
Acknowledgments
1 Introduction
2 Elements of difficulty in introductory accounting
3 Human cognitive architecture
4 Cognitive load theory and instructional application
5 Self-management of cognitive load: background and research hypotheses
6 Experimental design and task description
7 Experiments and results
8 Implications of the findings, limitations, and suggestions for future research
References
Index
List of tables
Acknowledgments
1 Introduction
2 Elements of difficulty in introductory accounting
3 Human cognitive architecture
4 Cognitive load theory and instructional application
5 Self-management of cognitive load: background and research hypotheses
6 Experimental design and task description
7 Experiments and results
8 Implications of the findings, limitations, and suggestions for future research
References
Index