By Bill N. Schwartz, Anthony Catanach
''Advances in Accounting Education'' is a refereed, educational examine annual whose function is to satisfy the wishes of people drawn to how one can enhance their lecture room guide. Articles can be both empirical or non-empirical and emphasize pedagogy, explaining how educating equipment or curricula/programmes should be more advantageous.
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Yes/No Male/Female Which response best describes your overall satisfaction with your learning experience using the WebQuest on E-Cash Security? Check One Very Dissatisfied Dissatisfied Neither Satisfied Nor Dissatisfied Satisfied Very Satisfied Please place an "X" in the column that best corresponds to your agreement with each statement: Statement After the initial presentation of the WebQuest, I saw the topic as relevant and valuable to me. The WebQuest increased my depth of knowledge on the nature of encryption and Strongly Disagree Disagree Neither Agree Agree nor Disagree Strongly Agree Learners as Designers of Educational Hypermedia in Accounting A P P E N D I X 1.
SUMMARY AND CONCLUSIONS With identification of exceptions and adaptations, the framework evolves towards Fig. 2, helping students understand GAAP valuation rules in the context of an organizing framework. The framework helps identify inconsistencies in valuation methods and facilitates discussion. Students should have a better reference point for understanding evolving GAAP valuation methods as the FASB continues to prescribe the role of present values in both direct and indirect valuation. One of the most important goals of accounting education is to help students understand the foundation knowledge needed for lifelong learning.
IMPLEMENTING A "CUSTOMIZED" APPROACH We have used our method for over three years, at three different universities, in over 10 different courses ranging from accounting principles through graduate work. In this section, we provide a step-by-step example from one of the author's experience using the method in a recent Principles of Managerial Accounting course. " Step 2: Principle Themes After class, the instructor summarized the student feedback under the headings, "Start," "Stop," and "Continue" (see Table 1).
Advances in Accounting Education Teaching and Curriculum Innovations by Bill N. Schwartz, Anthony Catanach