The Five‑dimensional Reflective Cycle Framework for Designing Financial Information Management Systems Courses

Abstract

Abstract: Financial Information Management Systems (FIMS) or Accounting Information Systems (AIS) is a cross‑discipline subject, often taught by Computing and Accounting disciplines. In recent years, demand for this subject has grown. However, educators have lamented high failure rates among AIS students; professional bodies have reported that graduates lack sufficient meta‑cognitive knowledge of information systems to perform their tasks. Students have reported that their knowledge of databases, enterprise resource planning and relevant technology topics is lacking. Quality teaching of FIMS or AIS requires instructors to actively update their knowledge of accounting systems and information technology as well as to reflect on their teaching techniques. Reflection and reflective practices are taught within the education discipline, and have grown in popularity among many other disciplines. Yet little has been written about how accounting and IT professionals reflect on their practice and how they apply their reflections to their teaching. Through our case study at an Australian university, we discuss (1) the rationale for the importance of constructivist theory, cognitive load theory, reflective and action‑research in teaching and learning, (2) Bloom⠒s Revised Taxonomy, (3) the application of Bloom and the reflective concept for the design and delivery of FIMS courses, (4) reflection on our strategies for applying these concepts (5) how reflective professionals can assist instructors in the design and delivery of FIMS courses and, (6) how the proposed five‑dimensional reflective cycle framework can assist academics in the design of AIS courses. Our study supports the view that reflection, within the proposed framework, is an effective strategy; and that Bloom⠒s Revised Taxonomy and the PEER Model are tools which can assist instructors to teach FIMS and AIS courses in a way that enhances participant⠒s learning abilities. We present a five‑dimensional reflective cycle framework that facilitates reflective practice among academic and prof