At Aula, we take an evidence-informed approach to learning design. Specifically, we review the most up-to-date peer reviewed articles on high-impact ‘flipped’ or technology-enhanced approaches to teaching and learning in specific disciplines, then apply this to the design of our experiences.
In Accounting, Business & Management (including Law), the flipped or hybrid learning approach is shown to improve student performance, outcomes (Huang & Lin 2017, King & Piotrowski 2015, Klein et al. 2016.) student satisfaction and retention (Godin 2021, Prashar 2015, Wang et al 2019.)
Take 5 minutes to watch a walkthrough of an exemplar Accounting, Business & Management space and see this approach in action:
Our discipline-specific approach to high-engagement learning design will:
- Provide opportunities for students to interact with learning materials asynchronously. This provides opportunities for students to revisit and revise content, increasing knowledge retention and overall confidence. Rich media content (e.g. video, audio, image) increases student interaction and engagement with content. (King & Piotrowski 2015, Prashar 2015)
- Include opportunities for peer discussion and multiple choice quizzing to increase knowledge acquisition and retention. (Franklin 2021, Huang & Lin 2017, Prashar 2015, Raes et al. 2020)
- Provide opportunities for team or problem based learning; close to real life scenarios, with a focus on students developing behaviour and skills for employability. This can be achieved through weekly team tasks, with real life outputs, where students research key topics and then practise applying skills and/or create something new. (Godin 2021, Huang & Lin 2017, Wang et al 2019)
We'd love for you to review the full Accounting, Business & Management discipline brief, which includes additional reading that can be used to implement best practice for your discipline within your module(s) on the Aula platform.