Posts Tagged ‘course evaluation

Grades have been finalised and are about to be released for T2 2008, with pleasing results and important points for reflection that are critical to future implementation of the auditing course. One important point in particular is the frequency of course offering. Attrition rates and performance-related issues are significantly higher in T2 for off-campus students historically. One of the possible links might be high demands in the workplace with end of financial year reporting and planning activities for many working students.

In the second cycle of implementation of our design-based research in the auditing course, preliminary data suggests the need to revisit the timing of course offering for off-campus students. Currently, the course is offered every term, i.e. Term 1 – AICs, Regional, Flex; Term 2 – AICs, Flex; Term 3 – AICs. 

The design of the auditing course is such that it requires a minimum of 12 hours in-depth participation with the course material, with teaching staff and with other students to complete course work. One of the inherent weaknesses in the design is the prescriptive-nature of the activities which suits one cohort of students but problematic for another particularly those who are working full-time.On the one hand, some teaching staff at AICs report that the design is effectively helping students’ active engagement in the course. Some off-campus students also report that the design of the course gives them focus and is helpful to their time management for work, home and study. However, on the other hand, some off-campus students report that they just want to complete assignments on their own, prepare for the exam without the need to interact with others, and that they can manage their time better this way.  The latter was the approach used in previous offerings of the auditing course, where the failure rate was significantly higher and a great number of students were failing the course multiple times.

Should we consider embedding choices for students in the design of learning and assessment? What might be the implications for practice, and the quality of student learning experience? One of the tacit design aims for the auditing course is to develop capacity for students to become better learners, many approaches for which require time investment on the part of the students. But many in the off-campus cohort are time-poor students whose motivation for enrolling in a degree is not always intrinsic.

It is perhaps worthwhile to survey both 2008 T1 and T2 off-campus students to determine future improvements to the auditing course that meet the needs of different cohorts of students.

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