Preferred learning methods

A comparison between international and domestic accounting students

Research output: Contribution to journalArticleResearchpeer-review

2 Downloads (Pure)

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 languageEnglish
Pages (from-to)187-198
Number of pages12
JournalAccounting Education
Volume17
Issue number2
DOIs
Publication statusPublished - 1 Jun 2008
Externally publishedYes

Fingerprint

international comparison
learning method
Group
student
curriculum development
teaching method
Learning methods
International comparison
Accounting students
questionnaire
university
learning
Hofstede
Teaching methods
Curriculum development
Cultural dimensions
Undergraduate
Questionnaire survey

Cite this

@article{cba2ef35449f42ef92506ac21cc8b6a7,
title = "Preferred learning methods: A comparison between international and domestic accounting students",
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.",
keywords = "Australia, Culture, International students, Learning",
author = "Indra Abeysekera",
year = "2008",
month = "6",
day = "1",
doi = "10.1080/09639280701220236",
language = "English",
volume = "17",
pages = "187--198",
journal = "Accounting Education: An International Journal",
issn = "0963-9284",
publisher = "Taylor & Francis",
number = "2",

}

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 journalArticleResearchpeer-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 -