Using learning communities to teach technical communication in accounting Article

Gelinas, UJ, Rama, DV, Skelton, TM. (1996). Using learning communities to teach technical communication in accounting . 39(3), 135-145. 10.1109/47.536262

cited authors

  • Gelinas, UJ; Rama, DV; Skelton, TM

fiu authors

abstract

  • This paper describes the implementation of a learning community involving a technical communication course and an accounting course. Students are simultaneously registered in all the courses constituting the learning community. The learning community approach to writing instruction can be viewed as one way to implement writing across the curriculum with the following distinguishing features. First, students are registered simultaneously for both courses; the communication skills taught in one course are simultaneously reinforced in another course. Second, the faculty of the two courses interact extensively to deliver skills (e.g., communication skills) in a coherent manner across the two courses. In this paper we describe the development of a theoretical framework for connecting the two courses. This theoretical framework guided implementation decisions such as the choice of communication skills to be covered in the accounting course, the design of assignments, and the design of evaluation criteria. While we focus on the integration of an accounting course with a communication course, the learning community approach and the implementation steps are applicable to other disciplines. © 1996 IEEE.

publication date

  • December 1, 1996

Digital Object Identifier (DOI)

start page

  • 135

end page

  • 145

volume

  • 39

issue

  • 3