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Using colour-coded digital annotation for enhanced case-based learning outcomes

Using colour-coded digital annotation for enhanced case-based learning outcomes Business cases are commonly adopted into the accounting curricula to promote deep learning. However, in practice, case-based learning is often ineffective without facilitation because of accounting students’ strong surface-learning tendencies. This study investigates the case-based learning effect of colour-coded digital annotation (CCDA). CCDA requires students to highlight web-based text using prescribed colours and present case responses as annotated comments. Our findings indicate that students who adopt CCDA achieve greater improvement in case assessments. Consistent with findings in the technology-enhanced literature (TEL), CCDA provides greater benefits for students who engage more with the intervention. However, CCDA’s effect on learning outcomes is not correlated with the self-reported learning experience. This study contributes to the literature and practice by presenting a cost-effective intervention to operationalise case-based learning in accounting education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Accounting Education Taylor & Francis

Using colour-coded digital annotation for enhanced case-based learning outcomes

Chiu, Cecilia; King, Robyn; Crossin, Corene
Accounting Education , Volume 32 (2): 21 – Mar 4, 2023
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Publisher
Taylor & Francis
Copyright
© 2022 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1468-4489
eISSN
0963-9284
DOI
10.1080/09639284.2022.2041056
Publisher site
See Article on Publisher Site

Abstract

Business cases are commonly adopted into the accounting curricula to promote deep learning. However, in practice, case-based learning is often ineffective without facilitation because of accounting students’ strong surface-learning tendencies. This study investigates the case-based learning effect of colour-coded digital annotation (CCDA). CCDA requires students to highlight web-based text using prescribed colours and present case responses as annotated comments. Our findings indicate that students who adopt CCDA achieve greater improvement in case assessments. Consistent with findings in the technology-enhanced literature (TEL), CCDA provides greater benefits for students who engage more with the intervention. However, CCDA’s effect on learning outcomes is not correlated with the self-reported learning experience. This study contributes to the literature and practice by presenting a cost-effective intervention to operationalise case-based learning in accounting education.

Journal

Accounting Education – Taylor & Francis

Published: Mar 4, 2023

Keywords: Case-based learning; colour-coded digital annotation; learning engagement; deep learning

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