Abstract
This study provides a comparison between the preferred learning modes (traditional, interactive, group case-based lectures) of international and domestic students undertaking a new undergraduate accounting topic at an Australian university. A Likert-scale survey questionnaire was used to determine the differences and similarities between the two groups. When the results are analysed using the Hofstede model of societal cultural dimensions, they indicate significant differences between the two groups of students with regard to their preferences for formal versus interactive and group case-based lectures. The paper provides a discussion of the implications of these findings for teaching methods, assessment and curriculum development.
| Original language | English |
|---|---|
| Pages (from-to) | 187-198 |
| Number of pages | 12 |
| Journal | Accounting Education |
| Volume | 17 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Jun 2008 |
| Externally published | Yes |
Fingerprint
Cite this
}
Preferred learning methods : A comparison between international and domestic accounting students. / Abeysekera, Indra.
In: Accounting Education, Vol. 17, No. 2, 01.06.2008, p. 187-198.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Preferred learning methods
T2 - A comparison between international and domestic accounting students
AU - Abeysekera, Indra
PY - 2008/6/1
Y1 - 2008/6/1
N2 - This study provides a comparison between the preferred learning modes (traditional, interactive, group case-based lectures) of international and domestic students undertaking a new undergraduate accounting topic at an Australian university. A Likert-scale survey questionnaire was used to determine the differences and similarities between the two groups. When the results are analysed using the Hofstede model of societal cultural dimensions, they indicate significant differences between the two groups of students with regard to their preferences for formal versus interactive and group case-based lectures. The paper provides a discussion of the implications of these findings for teaching methods, assessment and curriculum development.
AB - This study provides a comparison between the preferred learning modes (traditional, interactive, group case-based lectures) of international and domestic students undertaking a new undergraduate accounting topic at an Australian university. A Likert-scale survey questionnaire was used to determine the differences and similarities between the two groups. When the results are analysed using the Hofstede model of societal cultural dimensions, they indicate significant differences between the two groups of students with regard to their preferences for formal versus interactive and group case-based lectures. The paper provides a discussion of the implications of these findings for teaching methods, assessment and curriculum development.
KW - Australia
KW - Culture
KW - International students
KW - Learning
UR - http://www.scopus.com/inward/record.url?scp=78650191441&partnerID=8YFLogxK
U2 - 10.1080/09639280701220236
DO - 10.1080/09639280701220236
M3 - Article
VL - 17
SP - 187
EP - 198
JO - Accounting Education: An International Journal
JF - Accounting Education: An International Journal
SN - 0963-9284
IS - 2
ER -