Teaching double-entry accounting: A simplified scaffolded technique based on cognitive load theory
Author:
Affiliation:
1. Australian National Institute of Management and Commerce, Sydney, Australia;
2. School of Business and Tourism, Southern Cross University, Bilinga, Australia
Publisher
Informa UK Limited
Subject
Business, Management and Accounting (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/08832323.2020.1848771
Reference34 articles.
1. Students’ perceptions of their first accounting class: implications for instructors
2. Facilitating Student Learning in Accounting through Scaffolded Assessment
3. The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students
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5. Changes in Accounting Education: Improving Principles Content for Better Understanding
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