English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aims to investigate the theory of student engagement and its impact on student learning. A student-centric pedagogy (inter-teaching) was introduced to create better engagement for students studying an accounting course at an offshore campus of an Australian University, in Vietnam. Surveys were conducted to collect data. The quantitative approach was implemented to test the theory of engagement for improving student learning of the respondents, by comparing two treatments, a teacher-centred class (lecture model) and student-centred class (inter-teaching model). The findings of this study propose that student engagement is an encouraging development for student learning in accounting courses. The findings contribute towards the current body of knowledge of accounting education, effectiveness of student learning, and overall greater student engagement in accounting courses.

Why student engagement in the accounting classroom matters