‘Lights, Camera, Action!’ Video Technology and Students' Perceptions of Oral Communication in Accounting Education

Accounting Education: an international journal, 23(2), 135–154 (2014)

Posted: 12 Jan 2018

Date Written: March 3, 2014

Abstract

This paper examines the influence of an authentic assessment item on three dimensions of oral communication in accounting education: skills, self-efficacy, and relevance. An explanatory mixed methods design is used to explore students' perceptions of their development. The results indicate that an elevator pitch assessment has a positive impact on all three dimensions. In particular, the employed video technology fosters greater self-awareness and a more accurate perception of skill levels, and enhances students' self-efficacy. The contextualised learning experience also enables students to better appreciate the relevance of oral communication to their future careers. The paper extends the literature on video technology, self-efficacy, and generic skills development in accounting education, and provides relevant stakeholders with evidence of an authentic activity that can assist with bridging the skills-expectation gap.

JEL Classification: K19

Suggested Citation

Cameron, Craig and Dickfos, Jennifer, ‘Lights, Camera, Action!’ Video Technology and Students' Perceptions of Oral Communication in Accounting Education (March 3, 2014). Accounting Education: an international journal, 23(2), 135–154 (2014). Available at SSRN: https://ssrn.com/abstract=3099404

Craig Cameron (Contact Author)

Griffith University ( email )

Brisbane, Queensland 4111
Australia
55587623 (Phone)

Jennifer Dickfos

Griffith University ( email )

Gold Coast Campus
Parklands Drive
Southport, 4217
Australia

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