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

Craig Cameron and Jennifer Dickfos

Accounting Education, 2014, vol. 23, issue 2, 135-154

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.

Date: 2014
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DOI: 10.1080/09639284.2013.847326

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