Bridging the Gap Between Powerpoint and Oral Examination in Managerial Accounting Teaching Through Feedback: Problem-Based Learning Through Cases, Roleplay and Dialogue

This essay explores the integration of feedback mechanisms into the teaching of Managerial Accounting (MA1) at Aalborg University Business School, utilizing problem-based learning (PBL), case-based learning (CBL), and role-playing methods to bridge the gap between traditional PowerPoint lectures and oral examinations.

The research addresses the challenge of providing students with meaningful performance feedback in large classroom settings, where direct interaction is limited. By shifting from teacher monologues to interactive dialogues, the study aims to enhance student engagement, reduce anxiety, and improve learning outcomes.

A pilot study implemented various activities, including the jigsaw method and role-playing debates, to facilitate an environment conducive to feedback. Results indicated improved student performance and positive reception of the new teaching methods, with a significant increase in grades and course evaluations.

The findings underscore the importance of creating a supportive learning environment and highlight the effectiveness of PBL and CBL in promoting active participation and critical thinking. This thesis contributes to the pedagogical discourse by demonstrating practical approaches to integrating feedback in higher education teaching, ultimately enhancing student learning and performance.