PROBLEM-BASED APPROACH TO LEARNING/TEACHING IN ONLINE INTERMEDIATE ACCOUNTING COURSE
This piece of research will document the experience in teaching an online Intermediate Accounting course using the problem-based learning/teaching approach. Kearsley (2000) in his Engagement Theory posits that the learner must be actively engaged in a meaningful task to achieve effective learning. It states that all learning must have three important characteristics:
(1) collaboration or the interaction among students, teachers, and subject-matter experts via e-mail, discussion forums, and conferencing,
(2) problem-based, which means that all student activities involve completing assignments or projects rather than just taking tests or exams,
(3) authenticity where all course materials and activities are realistic and directly related to the student’s interests.
It will discuss the benefits that include: critical thinking, student engagement, and more productive and effective learning. In this approach, the traditional way that instructor teaches starting with a lecture, then, homework is reversed. This is what is called a paradigm shift in teaching/learning. The teacher acts as a guide, a coach, and a facilitator in the learning process. Students solve the problems on their own before the instructor begins to explain. Active engagement in a meaningful task boosts students’ confidence on their own abilities to process information and provide solutions to the assigned problems. The students might complain at the beginning, however, as they get used to the process, they will soon realize that they learn more. Students solving assigned problem on their own utilizing critical thinking analysis results to more productive and effective learning and enhanced self-confidence.