Eve Lamberg lecturer of Financial Accounting and PhD student at Estonian Business School ( EBS )

Presentation of the doctoral research

9th of December 2013 eLearn Center (eLC) Universitat Oberta de Catalunya ( UOC )

Design-based research Introduction

Phase 1 an educational problem and equivalency theory

Phase 2 Development of an accounting model

Phase 3 Iterative cycles of testing and redesign of an accounting model prototype

Phase 4 Reflection

8 December 2013 2

Inroduction (1) In 1991 Elliott and Jacobson (1991 p 54) drew attention to the fact that accounting must move into the information technology (IT) era Elliott identified five stages of the lsquovalue chain of informationrsquo to illustrate the value that accounting should provide (Albrecht 2002 p 44)

1 stage

Business events

2 stage

Data

3 stage

Information

4 stage

Knowledge

5 stage

Decision

8 December 2013 3 Eve Lamberg

Inroduction (2) Data information and knowledge are different in nature DATA comprise facts observations or perceptions Data can be easily stored and communicated using electronic media INFORMATION involves the manipulation of data KNOWLEDGE refers to information that enables decisions and actions

DATA low value

INFORMATION medium value

KNOWLEDGE high value

8 December 2013 4 Eve Lamberg outline

Phase 1 educational problem (2) According to Lamberg (2012) there is an obstacle to adapting to the changes in the IT era in which entrepreneurship students operate The research results highlight that the terms data and information are used interchangeably in an accounting definition For example Accounting is the information system that measures

business activity processes the information into reports and communicates the results to decision makers (Horngren et al 2005 p 4)

Accounting is the information system that measures business activity processes the data into reports and communicates the results to decision makers (Horngren et al 2007 p 4)

8 December 2013 Eve Lamberg outline 5

Phase 1 educational problem (1) I argue that although

computerized accounting information system (AIS) has replaced manual accounting

in organizations entrepreneurship

students experience difficulty with the

traditional accounting cycle in the IT era

resulting in a negative perception

8 December 2013 6

1 stage business

events 2 stage prepare

documentation

3 stage record

in journals

4 stage post

to ledgers

5 stage unadjusted trial balance

6 stage adjusting

entries

7 stage adjusted

trial balance

8 stage financial

statements

9 stage closing entries

The accounting cycle is a series of stages

in recording business events from the time

a transaction occurs to its reflection

in the financial statements Boulianne (2012)

Eve Lamberg outline

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Inroduction (1) In 1991 Elliott and Jacobson (1991 p 54) drew attention to the fact that accounting must move into the information technology (IT) era Elliott identified five stages of the lsquovalue chain of informationrsquo to illustrate the value that accounting should provide (Albrecht 2002 p 44)

1 stage

Business events

2 stage

Data

3 stage

Information

4 stage

Knowledge

5 stage

Decision

8 December 2013 3 Eve Lamberg

Inroduction (2) Data information and knowledge are different in nature DATA comprise facts observations or perceptions Data can be easily stored and communicated using electronic media INFORMATION involves the manipulation of data KNOWLEDGE refers to information that enables decisions and actions

DATA low value

INFORMATION medium value

KNOWLEDGE high value

8 December 2013 4 Eve Lamberg outline

Phase 1 educational problem (2) According to Lamberg (2012) there is an obstacle to adapting to the changes in the IT era in which entrepreneurship students operate The research results highlight that the terms data and information are used interchangeably in an accounting definition For example Accounting is the information system that measures

business activity processes the information into reports and communicates the results to decision makers (Horngren et al 2005 p 4)

Accounting is the information system that measures business activity processes the data into reports and communicates the results to decision makers (Horngren et al 2007 p 4)

8 December 2013 Eve Lamberg outline 5

Phase 1 educational problem (1) I argue that although

computerized accounting information system (AIS) has replaced manual accounting

in organizations entrepreneurship

students experience difficulty with the

traditional accounting cycle in the IT era

resulting in a negative perception

8 December 2013 6

1 stage business

events 2 stage prepare

documentation

3 stage record

in journals

4 stage post

to ledgers

5 stage unadjusted trial balance

6 stage adjusting

entries

7 stage adjusted

trial balance

8 stage financial

statements

9 stage closing entries

The accounting cycle is a series of stages

in recording business events from the time

a transaction occurs to its reflection

in the financial statements Boulianne (2012)

Eve Lamberg outline

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Inroduction (2) Data information and knowledge are different in nature DATA comprise facts observations or perceptions Data can be easily stored and communicated using electronic media INFORMATION involves the manipulation of data KNOWLEDGE refers to information that enables decisions and actions

DATA low value

INFORMATION medium value

KNOWLEDGE high value

8 December 2013 4 Eve Lamberg outline

Phase 1 educational problem (2) According to Lamberg (2012) there is an obstacle to adapting to the changes in the IT era in which entrepreneurship students operate The research results highlight that the terms data and information are used interchangeably in an accounting definition For example Accounting is the information system that measures

business activity processes the information into reports and communicates the results to decision makers (Horngren et al 2005 p 4)

Accounting is the information system that measures business activity processes the data into reports and communicates the results to decision makers (Horngren et al 2007 p 4)

8 December 2013 Eve Lamberg outline 5

Phase 1 educational problem (1) I argue that although

computerized accounting information system (AIS) has replaced manual accounting

in organizations entrepreneurship

students experience difficulty with the

traditional accounting cycle in the IT era

resulting in a negative perception

8 December 2013 6

1 stage business

events 2 stage prepare

documentation

3 stage record

in journals

4 stage post

to ledgers

5 stage unadjusted trial balance

6 stage adjusting

entries

7 stage adjusted

trial balance

8 stage financial

statements

9 stage closing entries

The accounting cycle is a series of stages

in recording business events from the time

a transaction occurs to its reflection

in the financial statements Boulianne (2012)

Eve Lamberg outline

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 1 educational problem (2) According to Lamberg (2012) there is an obstacle to adapting to the changes in the IT era in which entrepreneurship students operate The research results highlight that the terms data and information are used interchangeably in an accounting definition For example Accounting is the information system that measures

business activity processes the information into reports and communicates the results to decision makers (Horngren et al 2005 p 4)

Accounting is the information system that measures business activity processes the data into reports and communicates the results to decision makers (Horngren et al 2007 p 4)

8 December 2013 Eve Lamberg outline 5

Phase 1 educational problem (1) I argue that although

computerized accounting information system (AIS) has replaced manual accounting

in organizations entrepreneurship

students experience difficulty with the

traditional accounting cycle in the IT era

resulting in a negative perception

8 December 2013 6

1 stage business

events 2 stage prepare

documentation

3 stage record

in journals

4 stage post

to ledgers

5 stage unadjusted trial balance

6 stage adjusting

entries

7 stage adjusted

trial balance

8 stage financial

statements

9 stage closing entries

The accounting cycle is a series of stages

in recording business events from the time

a transaction occurs to its reflection

in the financial statements Boulianne (2012)

Eve Lamberg outline

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 1 educational problem (1) I argue that although

computerized accounting information system (AIS) has replaced manual accounting

in organizations entrepreneurship

students experience difficulty with the

traditional accounting cycle in the IT era

resulting in a negative perception

8 December 2013 6

1 stage business

events 2 stage prepare

documentation

3 stage record

in journals

4 stage post

to ledgers

5 stage unadjusted trial balance

6 stage adjusting

entries

7 stage adjusted

trial balance

8 stage financial

statements

9 stage closing entries

The accounting cycle is a series of stages

in recording business events from the time

a transaction occurs to its reflection

in the financial statements Boulianne (2012)

Eve Lamberg outline

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Equivalency theory (1) bdquoEquivalency theoryldquo recognize that the method of

knowledge acquisition may be different Students should have learning experiences that are tailored to the environment and situation in which they find themselves (Simonson Schlosser amp Hanson 1999)

According to Chinese philosopher Confucius (551 BC-479 BC) I hear and I forget I see and I remember I do and I understand is an approach to learning that describes a relation between the learner and the activity she is doing

8 December 2013 Eve Lamberg 7

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Equivalency theory (2) Bloomrsquos higher level learning facilitates the bdquolearning

by doingrdquo pedagogy that is fundamental in education for entrepreneurship

The main challenge for educators is to create the appropriate learning environment which reflects the life world of the entrepreneurs (Pfeifer amp Borozan 2011 p 218)

The introductory-level instructional design should incorporate as many useful empirical tools as possible that consider the needs of a variety of user (Mostyn 2012 p 227)

8 December 2013 8 Eve Lamberg outline

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 2 Development of an accounting model (1)

The need of entrepreneurship students is to understand how the financial statements are produced from the business events

Knowledge of IT impact on both accounting and learning According to constructivist paradigm people perceive the world differently and accounting models will change over time

8 December 2013 Eve Lamberg 9

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 2 Development of an accounting model (2)

Different types of knowledge should be managed differently

declarative knowledge may be characterized as bdquoknow what knowledgerdquo (facts such as definitions)

procedural knowledge may be characterized as bdquoknow how knowledgerdquo (practical understanding such as hands-on experience)

The following figures help entrepreneurship students understand the bdquoknow-what knowledgeldquo and bdquoknow-how knowledgeldquo that is a necessary prerequisite in the acquisition of skill

8 December 2013 Eve Lamberg 10

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 2 Development of an accounting model (3)

8 December 2013 Eve Lamberg 11

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

BUSINESS ACTIVITIES (input of AIS)

DATA about business activities

items

sub-elements

INFORMATION interrelated elements

A=L+O

ACCOUNTING KNOWLEDGE

( output of AIS) Financial statements

Asset (A)

cash

inflow outflow

Liability (L)

Equity (E)

retained profit

income expense

(Figure 5 Declarative knowledge of conceptual AIS Lamberg 2012)

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 2 Development of an accounting model (4)

(Figure 6 Procedural knowledge of conceptual AIS Lamberg 2012)

8 December 2013 12

1 Stage

RECORDING business activities

to DATA

2 stage

SUMMARIZING DATA

to INFORMATION

3 stage

CONVERTING INFORMATION

to KNOWLEDGE

Financial Statements

KNOWLEDGE business activities

Conceptual AIS

Eve Lamberg outline

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 3 testing and redesign of an accounting prototype (1)

8 December 2013 Eve Lamberg 13

conceptual models

bull Source of knowledge Tallinn University of Technology Dipl System Engineer (1984)

accounting theory

bull Source of knowledge Estonian Business School EMBA 2002

systematic observation

bull Source of knowledge 2002-2012 at the EBS teaching and development of an accounting prototype solution

Comprehensive model

validation

bull Source of knowledge 2013 - At the UOC testing and redesign of an accounting prototype with the UOC students

Figure Direction in the educational design research process

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 3 testing and redesign of an accounting prototype (2) Spreadsheet software is used to develop a prototype

solution of my accounting model as a communication tool to visualize and explain accounting process to affect students learning experience

Procedural knowledge (data -gt information-gt knowledge) is not regulated by the FASB ldquoFramework for the Preparation and Presentation of Financial Statementsrdquo and should conform to the changing environment and resources learners have available (Lamberg 2012)

8 December 2013 Eve Lamberg 14

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Description of the proposed intervention (1)

Estudis drsquoEconomia i Empresa

Introduccioacute a la Comptabilitat

(Introduction to the Accountancy)

Semestre 1314-2March 2014

Participants The UOC is a representative virtual university where the learning is

related to constructivist learning

Participants of the Introduction to the Accountancy course are influenced by learning experiences that are central to the investigation UOC tutors and students look for engaging learning experience and researcher-designer looks for feedback to improve the AIS prototype with spreadsheet IT

8 December 2013 Eve Lamberg 15

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Description of the proposed intervention (2)

The course bdquoIntroduction to the Accountancyldquo is organized in 5 Continuous assessment activities (Prova drsquoavaluacioacute continuada -PAC) as follows

8 December 2013 Eve Lamberg 16

PAC1

10 points

PAC2

10 points

PAC3

10 points

PAC4

10 points

PAC5

10 points

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Description of the proposed intervention (3)

PAC2

I part 5 points II part 5 points

The PAC2 is broken down in 2 parts

I part (5 points) includes 3 dependent exercises

II part (5 points)includes a case activity during all the PAC1-PAC5

8 December 2013 Eve Lamberg 17

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Description of the proposed intervention (4) 4 virtual classrooms

2 virtual classrooms in the control group 2 x 75 asymp 150 students

2 virtual classrooms in the pilot test group 2 x 75 asymp 150 students

8 December 2013 18

PAC2 I part

control group

PAC2 I part

pilot test group with the prototype of my accounting model

Eve Lamberg outline

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Phase 4 Reflection Analyse the pilot tests results points of the

assessment studentsrsquo estimated time to complete PAC2 I part number and type of errors

Analyse tutorsrsquo and students opinion (how easy the prototype is to learn and use how satisfying the accounting activity with this model is) through an on-line survey

8 December 2013 Eve Lamberg 19

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Thank You for your kind attention

Questions

8 December 2013 20 Eve Lamberg outline

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

References Albrecht W S (2002) Accounting Education on the Edge BizEd 40-45

Boulianne E (2012) Impact of Software Utilization on Studentsrsquo Knowledge Acquisition A Significant Change in Accounting Education Paper presented at the CAAA Annual Conference 2012 httpssrncomabstract=1981357

Elliott R K amp Jacobson P D (1991) US Accounting A National Emergency Journal of Accountancy 172(5) 54

Horngren CT Harrison WT Bamber LS (2005) Accounting 6th ed New Jersey Pearson Education Inc

Horngren CT Harrison WT Bamber LS (2007) Accounting 7th ed New Jersey Pearson Education Inc

Lamberg E (2012) Obstacles to the Perception of the Traditional Accounting Cycle in the Learning Process Journal of Business Management (6) 161-169

Mostyn G R (2012) Cognitive Load Theory What It Is Why Its Important for Accounting Instruction and Research Issues in Accounting Education 27(1) 227-245 doi 102308iace-50099

Pfeifer S amp Borozan D (2011) Fitting Kolbs Learning Style Theory to Entrepreneurship Learning Aims and Contents International Journal of Business Research 11(2) 216-223

Simonson M Schlosser C amp Hanson D (1999) Theory and distance education A new discussion American Journal of Distance Education 13(1) 60-75

8 December 2013 Eve Lamberg 21

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

The accounting cycle Luca Pacioli (the father of Accounting) published the accounting cycle in 1494 (Summa de arithmetica geometrica proportioni et proportionalita) that Venetian merchants used during the Italian Renaissance He demonstrated year-end closing entries and proposed that a trial balance be used to prove a balanced ledger the total of the debit values must balance the total of the credit values This is a balanced scale model for understanding the balance between debits and credits Debit-credit rule was introduced before bdquoequalsldquo sign

Robert Recorde introduced the equals (=) sign in 1557 Equals means ldquoequivalentrdquo not ldquoidenticalrdquo

8 December 2013 22 Eve Lamberg back

Concepts of Equivalency theory Equivalency - the learning experiences of the learner should

have equivalent value even though these experiences might be very different

Learning Experience - Some may need a greater amount of observing while others require a larger dosage of doing

Appropriate Application - learning experiences should allow delivery of instructional ideas that fit the expectations and facilities available to learners

Students - Students are the ones involved in the formal institutionally based learning activity - the course or unit of instruction

Outcomes - the outcomes of a learning experience are those obvious measurable and significant changes that occur cognitively and effectively in learners because of their participation in the course or unit

8 December 2013 23 Eve Lamberg back