Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis

Visser, Susan; McChlery, Stuart; Vreken, N.J.

doi:10.1108/10222529200600015

Cited by 36 publications

(43 citation statements)

References 26 publications

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“…In the South African context, recent research includes a study by Koch and Kriel (2005) on the need to integrate language and language-related skills into the Accounting curriculum, the role of teaching versus learning styles in a comparative study by Visser and Vreken (2006); and research by Sadler and Erasmus (2005) An interesting element that emerges from these literature reviews is what institutions do with these research findings. So, for example, the Napier University of Scotland has identified a number of factors as risk indicators (Simpson 2003:17-19).…”

Section: Literature Reviewmentioning

confidence: 95%

Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

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The sustainability of higher education institutions is affected various things, particularly by student satisfaction and the financial stability of the institution. An analysis of student attrition and retention plays a vital role in assessing the sustainability of a higher education institution.Using suitable analysis techniques to do success profiling of prospective and current students is crucial for students and institutions alike. Success/risk estimation is essential for any higher education institution (HEI), because determining such factors can assist higher education institutions in fulfilling their obligation to provide support, guidance and interventions for their prospective and existing students. Strategic decisions in this regard, by both students and institutions, should be based on valid and reliable profiles. The validation of established profiles increases the accuracy of existing profiles and increases the efficiency of institutional strategic planning.This article reports on the validation of a success profile for first year Accounting students established by the authors of this article in an earlier study in an open and distance learning (ODL) environment at the University of South Africa.

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Section: Literature Reviewmentioning

confidence: 95%

Validating the profile of a successful first year accounting student

Muller

Prinsloo

Plessis

2007

Meditari Accountancy Research

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“…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%

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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“…This emphasises the importance of learning style flexibility as the Higher Education environment are faced with globalisation (Sugahara and Boland, 2010). The accounting education in Higher Education are no different and learning style flexibility should form part of it (Van Oordt et al, 2014;Wattey, Jackson and Yu, 2010;Sugahara and Boland, 2010;Visser, McChlery and Vreken, 2006;Duff, 2004;Duff, 2001). …”

Section: Learning Stylesmentioning

confidence: 99%

“…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).…”

Section: Learning Stylesmentioning

confidence: 99%

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

Kirstein

Kunz

2016

MEDAR

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Purpose: Individual students have different learning styles, and lecturers can no longer afford to ignore this. Lecturers have a responsibility to accommodate students' different learning styles by including learning style flexibility in the offered learning opportunities.The objective of this study is to map a teaching case study against the Herrmann Whole Brain® Model to determine whether learning style flexibility were incorporated in the teaching case study.Design/methodology/approach: A teaching case study was developed and delivered as part of an undergraduate level course at a South African residential university. The case study's primary intention was to illustrate the practical evaluation of general controls in an information technology environment. The teaching case study was analysed in terms of the Herrmann Whole Brain® Model in order to determine whether learning style flexibility had been accommodated in the learning opportunity.Originality/value: This paper contributes to the literature in accounting education by focusing on learning style flexibility specifically using Herrmann's Whole Brain® Model, as it appears that limited examples of the use of this model in accounting education have yet been published. While this paper discusses the use of an auditing case study, the results may be of interest to lecturers in other subject areas across the academic spectrum. Findings:Based on an analysis of the teaching case study against the Herrmann's Whole Brain® Model, it is evident that the teaching case study incorporated activities addressing all four quadrants of the whole brain model. It can therefore be concluded that the learning opportunity incorporated learning style flexibility.

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Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis

Cited by 36 publications

References 26 publications

Validating the profile of a successful first year accounting student

Validating the profile of a successful first year accounting student

Implementing basic e-learning tools into an undergraduate taxation curriculum

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

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