Encouraging better learning through better teaching: a study of approaches to teaching in accounting

Leveson, Lynne

doi:10.1080/0963928042000306819

Cited by 35 publications

(29 citation statements)

References 32 publications

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“…To address these challenges, educators should move to a student-centred approach to the facilitation of learning (Fink, 2003;Hesketh, 2011;Leveson, 2004). Educators should embed their pedagogical decision making in learning theories to create significant learning experiences for students (Slabbert et al, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…A student-centred approach to the facilitation of learning To address the changing learning preferences of students, educational researchers have advocated that educators should move away from the traditional teaching approach to a student-centred approach to facilitate learning (Slabbert et al, 2009;Bennet, 1976;Leveson, 2004;Visser et al, 2006). A student-centred approach to the facilitation of learning aims to move away from a traditional approach of the transfer of knowledge to an approach where the needs of students as active participants in the learning process are addressed (Fink, 2003;Slabbert et al, 2009).…”

Section: Understanding the Learning Preferences Of Studentsmentioning

confidence: 99%

“…To create more significant kinds of learning, it is advocated that educators move away from the traditional teaching and learning model to a culture of facilitative learning and student-centredness that addresses the learning preferences of Millennials (McWilliam, 2008). A student-centred approach is described as progressive, where the educator acts as a guide to the education experience and students take on a more active role; and the teacher-centred approach is traditional, where the educator is the distributor of knowledge and the students are passive participants (Bennet, 1976;Leveson, 2004;Visser et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Implementing basic e-learning tools into an undergraduate taxation curriculum

Oordt

Mulder

2016

MEDAR

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Purpose -Educators in the accounting discipline are faced with the challenge of finding innovative ways to accommodate the flexible learning styles of Millennial students, using "in classroom/contact time" effectively and decreasing transactional distance between students and educators in large classes. In an attempt to address these challenges, this paper aims to describe the implementation of basic e-learning tools (podcasts, vodcasts and voice-over-PowerPoint) as supplementary and substitutional tools in an undergraduate taxation curriculum. The tools were implemented as part of a student-centred approach to the facilitation of learning, embedded in the Blended Learning Theory. The paper reports on students' use and experience of various basic e-learning tools, as well as the impact of the use of these tools on student performance. Design/methodology/approach -An action research methodology was followed, and data were collected by way of a voluntary, descriptive student survey and student class lists. A total of 387 students completed the survey. Findings -Students appear to have access to devices and data to use e-learning tools. They perceive these tools as helpful study aids and prefer synchronous, substitutional tools. Use of the tools does not have a significant impact on performance; however, it does appear to have a positive impact on the learning environment and student engagement. Originality/value -The results of the study may be of benefit to educators and curriculum designers who are responsible for reviewing and updating the content delivery methods of undergraduate taxation curricula in large classes with diverse student populations. These results add to the limited body of knowledge on the implementation of basic e-learning tools in a South African accounting education setting.

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Section: Resultsmentioning

confidence: 99%

Section: Understanding the Learning Preferences Of Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Implementing basic e-learning tools into an undergraduate taxation curriculum

Oordt

Mulder

2016

MEDAR

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“…There is a lack of discussion in the generic skills literature of the student experience or student perceptions with respect to the development of generic skills, yet the benefits of obtaining insights into the learning process in general from a student point of view are well documented (Leveson, 2004;Trigwell & Prosser, 1999;Marton & Säljö, 1976). An intensive workshop model was therefore developed for this project to gauge student response to a series of case studies with business ethics and sustainability themes using teamwork and critical thinking processes.…”

Section: Description Of Initial and Later Workhopsmentioning

confidence: 99%

Separate or Integrate? The Contribution of the Workshop Model to Effectively Embedding Generic Skills

Daly¹,

Leveson²,

Dixon³

2011

ASS

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A major question for the generic skills project (Graduate Skills, 2010) was how best to promote the development of these skills for students in business. This question has preoccupied educationalists for decades and a variety of strategies are currently in use. This paper reviews the literature in the area and proposes an additional approach to the development of generic skills  the use of intensive workshops. Beginning with students and later incorporating teaching staff, a series of one-to three-day workshops were held at various universities around Australia. These were well received by both the students and academics who participated. Student feedback from the workshops showed they had improved their understanding of the four generic skills discussed  critical thinking, teamwork, sustainability and ethical practice  and had especially enjoyed learning in a socially interactive and challenging environment. These results suggest that the workshop model has considerable potential either in stand-alone form or as a complement to an existing strategy for generic skills development.

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“…Students also play an important role in co-creating a case-based ES hands-on training schedule. On one hand, a case-based approach is an effective means for higher education to move from more traditional academic to learner-centric pedagogical approaches [26,27]. However, when set in a more practical context, the challenge (for educators) is to create a business case that: (1) is stimulating enough to invoke discussion and subsequent learning [28]; (2) can demonstrate the practicality of the theoretical teachings; and (3) allows the students to assume a particular role that mimics the real world.…”

Section: Write Case-based Exercisesmentioning

confidence: 99%

Teaching with Enterprise Systems: A Three Phased Roadmap

Tan

Sedera

2015

Lecture Notes in Business Information Processing

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Abstract. Educators still face challenges using enterprise systems as a teaching tool despite many universities having approached vendors for resources to enrich their curriculum. Previously, there is relatively little guidance given to educators on how to incorporate enterprise systems into the curriculum. This article describes a three phased − negotiation, knowledge and evaluation − roadmap for teaching with enterprise systems. A roadmap is important to guide educators in addressing the issues associated with the using of enterprise systems in curriculum. Furthermore, the roadmap describes a learn-by-doing approach, to provide a balance of business process and enterprise systems software specific knowledge for students; that the majority of firms seek. Following the roadmap creates the potential for joint creation of teaching and learning value between constituents in a wider eco-system, comprising of educators, vendors, faculties and students.

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Encouraging better learning through better teaching: a study of approaches to teaching in accounting

Cited by 35 publications

References 32 publications

Implementing basic e-learning tools into an undergraduate taxation curriculum

Implementing basic e-learning tools into an undergraduate taxation curriculum

Separate or Integrate? The Contribution of the Workshop Model to Effectively Embedding Generic Skills

Teaching with Enterprise Systems: A Three Phased Roadmap

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