The Effectiveness of Interactive Professional Learning Experiences as a Pedagogical Tool : Evidence from an Audit Setting

This paper describes and documents evidence of the pedagogical value of an interactive professional learning experience (IPLE). IPLE exposes students to realistic practice environments within the classroom by bringing practitioners together with students in a professional supervisory setting. Practitioners review students' work, then meet with students one-on-one to provide feedback on their work. The efficacy of IPLE was evaluated utilizing a between-subjects experimental design in which learning outcomes for participants were compared to a control group who received the same instruction and completed the same written assignment, but did not participate in the professional interaction. Additionally, pre- and post-tests of students' knowledge allowed for a within-subjects assessment of knowledge acquisition. The results suggest that participation in the IPLE improves students' performance on a skills test of relevant material and increases their perceptions of knowledge. Additionally, results indicate that students consider the IPLE a positive experience. Consistent with the students' perceptions, the audit professionals perceived this IPLE as an effective learning experience