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Simulated financial dealing room: learning discovery and student accountability
Author(s) -
Lambert Rod,
Tant Kevin,
Watson John
Publication year - 2008
Publication title -
accounting and finance
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.645
H-Index - 49
eISSN - 1467-629X
pISSN - 0810-5391
DOI - 10.1111/j.1467-629x.2008.00274.x
Subject(s) - preparedness , accountability , value (mathematics) , perception , point (geometry) , psychology , discovery learning , medical education , mathematics education , computer science , medicine , political science , geometry , mathematics , neuroscience , machine learning , law
This paper identifies the effectiveness of a simulated treasury dealing room for teaching and learning. It uses a presurvey and a postsurvey to establish student perceptions of learning effectiveness. It concludes that students believe that the dealing room: (i) improves their opportunities to apply theory; (ii) provides better learning than lectures; (iii) is more effective than individual learning; (iv) improves student monitoring of learning effectiveness; and (v) improves student abilities to recognize ethical issues, develop alternative solutions to ethical problems, and evaluate solutions to ethical problems from a moral point of view. Student motivation is enhanced by: (i) the high value they place on dealing room learning; (ii) their preparedness to participate; (iii) rapidly reduced levels of anxiety about trading; and (iv) the learning resources provided.