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Teachers’ and Students’ different ways of constituting the learning object in Accounting

Conference paper
Authors Airi Rovio-Johansson
Published in EARLI SIG 9 Workshop på Högskolan i Kristianstad, 22-24 maj 2008, Kristianstad
Publication year 2008
Published at Gothenburg Research Institute (GRI)
Department of Education, Learning and Teaching Unit
Language en
Subject categories Business Administration, Pedagogy

Abstract

The aim is of the study is to investigate the differences between three teachers’ constitution of the learning object in a lecture of the three year Business program in Higher Education for undergraduate students. The aim is also to investigate their students’ understanding of the lecture content and the learning object. The phenomenographic approach is used as a theoretical frame and the theory of variation is applied in the analysis of the lectures’ learning objects and students´ solutions of a problem related to the lecture content. The empirical data are generated from three video recorded and transcribed lectures, where three lecturers are teaching the same course content. Five students from each lecture group were afterwards interviewed about their understanding of the lecture content, and asked to solve a problem related to the lectures’ content. The results indicated clear differences among the three teachers´ ways of using the same lecture content and creating an enacted object of learning. Two of the teacher applied a practice oriented approach to the course content, while the third teacher used the theoretical way this content was introduced in the students’ textbook. The students’ qualitatively different ways of experiencing and apprehending the content of the lectures were captured in categories of description and dimensions of variation and invariance. Their understanding was then systematically related to the each teachers’ learning object, also expressed in dimensions of variation and invariant dimensions. The results indicated that the teachers developed various learning conditions for the three groups of students.

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