Reflections on the Adoption of Screencast Video to Reinforce Accounting Content in Initial Teacher Education Training in One Comprehensive University, South Africa

Abstract

Innovative methodologies that incorporate screencast videos in the teaching and learning of accounting education in the context of initial teacher education training bring dynamism to the learning process. Accounting is not just about crunching numbers but understanding the broader implications of financial data. Innovative approaches can make the subject more engaging and relevant to students. This paper aims to reflect on the use of screencast videos to reinforce accounting content in initial teacher education training as a strategy to improve teaching and learning processes in students of the faculty of education in rural universities. The implementation of screencast video technology in accounting education is based on the principles of constructivist learning theory and cognitive load theory, which both support the use of multimedia tools in improving learner understanding and autonomy. Screencast has a pedagogical purpose with valuable resources for students in rural areas who may have limited access to traditional educational materials. It is observed that the interaction with screencast videos provides a visual medium to explain and demonstrate accounting principles, making learning more accessible. Students can watch screencast videos at their own pace, pausing and rewinding as needed. It is reflected in greater motivation and understanding that Screencast videos can serve as a supplementary resource to reinforce classroom or textbook learning. Students can revisit topics for revision or clarification. It is also exhibited in this study that creating screencast videos can be cost-effective, especially when compared to printing and distributing physical materials. This can help reduce the financial burden on students.