This study investigated interactions between the isolated-interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated-interactive elements effect occurs when learning is facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses depending on the learner's level of expertise. The results provided support for the predicted interaction with lower expertise students benefitting from the isolated elements instructional method, while students with more expertise learned more from the interacting elements format.Keywords Cognitive load theory Á Expertise reversal effect Á Isolated-interactive elements effect Á Accountancy training

This research presents the results of a study of alternative response methods for in class formative questioning. Students' anonymity from their peers and instructor was studied through a research design that maintained a constant interactive teaching strategy in a large lecture hall, in all respects except for the method used by students to respond to the in class questions. A handheld electronic response keypad was the only approach affording complete anonymity. Student perceptions of the benefits of anonymity were obtained from a survey conducted at the end of the course. The results suggest that anonymity is a critical factor affecting student willingness to participate with in class exercises. Furthermore, the results indicate that students' propensity to engage with in class questions increases with the degree of anonymity provided to the student in revealing their response. The benefit of anonymity, combined with the increased availability and affordability of electronic response systems, will be of interest to academics keen to design engaging learning environments.

This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning objectives and learning activities encourage these approaches (Biggs 1999). A crucial part of any learning or assessment activity is the degree to which students receive timely and effective feedback. As academics have experienced more pressure, frequently feedback has been limited to a single score, achieved most commonly by auto-corrected multiple choice questions in ICT supported environments. Spreadsheet assignments are a good way to learn and demonstrate understanding of concepts requiring calculation and interaction of different elements. However, they can be an assessment nightmare either because of validity problems (the potential for cheating using the cell copy function) or because of marking time (if students are allowed individual choice in application topic). This paper responds to Higgins, Hartley and Skelton's (2002) observation on the lack of research on feedback and builds on work by Lehman and Herring (2003) in using interactive spreadsheets to provide immediate feedback by describing effects on students. Effects on academics and their productivity are considered, including Rogers' (1995) diffusion of innovation factors. Academics and academic managers seeking ways to improve learning by improving feedback, without an increasing workload, will find this research of interest.

This paper reports the use of Rogers' diffusion of innovation perspective to understand the factors affecting educational innovation decisions, specifically in regard to in class electronic response systems. Despite decreasing costs and four decades of research showing strong student support, academic adoption is limited. Using data collected from academic users, non-adopters and other stakeholders reflecting on factors known to affect innovation diffusion, we find issues of cultural compatibility, complexity and relative advantage to be the most critical aspects affecting adoption decisions. These issues partially negate the benefits of increased in class interaction and student engagement. Suggestions for overcoming these issues are discussed.

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