The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

Autor/in	Abeysekera, Indra
Titel	The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum
Quelle	In: Asia-Pacific Journal of Cooperative Education, 16 (2015) 1, S.71-86 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Accounting; Student Attitudes; Preferences; Teaching Methods; Instructional Effectiveness; Integrated Activities; Experiential Learning; Conventional Instruction; Case Method (Teaching Technique); Hypothesis Testing; Predictor Variables; Intermode Differences; Computer Assisted Instruction; Business Administration Education; Foreign Countries; Sri Lanka + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Integrierender Unterricht; Experiental learning; Erfahrungsorientiertes Lernen; Case method; Fallmethode; Hypothesenprüfung; Hypothesentest; Prädiktor; Computer based training; Computerunterstützter Unterricht; Ausland; Ceylon
Abstract	The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a high power distance society, Sri Lanka. Two hundred and ninety-seven accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students' preferences of traditional, interactive, and case-study-based group instructional methods. All students least preferred the traditional instructional method across all courses. All students most preferred the interactive instructional method for high algorithmic courses. However, work-integrated learning students most preferred instructional methods that differ from other students for lower algorithmic courses. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01