A comparative analysis of the learning styles of accounting students in the United Kingdom and South Africa

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

“…This suggests that the study participants enjoyed working in groups and wanted to have concrete information presented to them in an incremental and visual manner and were good at problem solving. These findings correspond with existing evidence that suggests the process of learning is influenced by a number of factors (Astin et al 2006;Rasool & Rawaf 2008;McChlery & Visser 2009). An individual's learning orientation is influenced by personal learning style preferences in relation to information processing and is further affected by approaches to teaching and learning (Denny 2007;Goldfinch & Hughes 2007).…”

Class absenteeism: reasons for non‐attendance and the effect on academic performance

“…Non-attendance at a South African university could potentially be influenced by factors which may not be present in Scotland, such as a non-existent or very poor public transport system, language barriers and vastly different levels of quality and pedagogical styles within school education systems as result of previous historical and political influences. Further preliminary research by McChlery and Visser (2009) has hinted at possible learning style differences between accounting students in the United Kingdom and South Africa. Unfortunately the research instrument used by these authors exhibited 'statistical weakness in regard to several dimensions' (McChlery & Visser, 2009) and precisely what the differences in learning style preferences are is difficult to reliably ascertain.…”

“…Further preliminary research by McChlery and Visser (2009) has hinted at possible learning style differences between accounting students in the United Kingdom and South Africa. Unfortunately the research instrument used by these authors exhibited 'statistical weakness in regard to several dimensions' (McChlery & Visser, 2009) and precisely what the differences in learning style preferences are is difficult to reliably ascertain. Suffice to say though, that the broader body of literature on learning style differences has identified a latent association between students' levels of individualism and their preference to learn by doing or watching (Sugahara and Boland, 2009).…”

A Whole Brain® learning approach to an undergraduate auditing initiative – an exploratory study

“…Research into learning style flexibility in accounting education has focused primarily on the different methods and instruments used (Bandura and Lwons, 2012;Fortin and Legault, 2010;Wattey et al, 2010;Duff, 2001), on the the role of cognitive learning styles in developing learning competencies (Apple et al, 2012;Duff, 2004) and on the differences between learning styles and culture (Abhayawansa and Fonseca, 2010;Sugahara and Boland, 2010;McChlery and Visser, 2009). Students' learning styles and their instructors' teaching styles in accounting courses were compared, concluding that there were little difference between the instructors' teaching styles and the students' learning styles (Visser et al, 2006).…”

“…A learning style can thus be defined as "a consistent pattern of behaviour that a learner uses to approach and master learning content" (Coetzee, van Niekerk and Wydeman, 2008). Learning styles should be taken into account during the teaching process to cater for all the students' different learning styles, thus accommodating learning style flexibility (Lucas, Dippenaar and du Toit, 2014;Du Toit, 2012;Ngozo, 2012;Tshuma, 2012;Cekiso, 2011;McChlery and Visser, 2009;Coffield et al, 2004). The incorporation of learning style flexibility in learning opportunities will lead to students feeling more comfortable in the learning process as their individual styles are catered for (Lucas et al, 2014;Cekiso, 2011).…”