Using Reflection and Collaborative Learning Exercises to Enhance Student Learning in an Accounting Course: An Application of Constructivism Learning Theory in Business Education

Objectives: In constructivism learning theory, learning is the process of students’ integrating new information with existing knowledge. Reflection and social interactions are emphasized by constructivist philosophy. This paper introduces innovative teaching tools supported by the constructivism learning theory and describes the application of these tools in an accounting course. Methods: The author applied two specific assignments in both online and in-person sections of the same accounting course throughout the semester. Students’ feedback was collected at the end of the semester regarding the effectiveness of the assignments on enhancing their learning experience. Results: Students’ feedback demonstrates the benefits of applying the assignments in the course. The feedback is categorized to show different dimensions of the benefits perceived by the students. Conclusions: The two assignments, which are the application of constructivism learning theory, are beneficial to student learning in an accounting course. They are helpful for students’ self-reflection, peer interaction and knowledge retention. Accounting and business instructors are suggested to incorporate these formative assessments in teaching to not only enhance student learning experience in the course, but enhance their overall educational experience in pursuing a degree in business administration.