Enhancing Functional and Other Competencies Through Role-Playing in an Entity Tax Course

Apple, Jerome E.; Gradisher, Suzanne; Calderon, Thomas G.

doi:10.1108/s1085-4622(2012)0000013015

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…A considerable body of research in accounting education has been focused on curriculum design and learning, with an emphasis on learning outcomes. Some studies have examined the effect of various learning activities on skills such as team work (Clinton and Smith, 2009; Chen and Jones, 2010), communication and soft skills in a professional setting (Lynn and Vermeer, 2008; Apple and Gradisher, 2012; Dolce et al ., 2020). The effect of delivery strategies such as the use of lectures and projects (Kraut and Porter, 2012), in‐service audit practice (Woodland, 2009) and blended learning models to enhance students' engagement in lectures (Frick and Birt, 2017) have also been considered.…”

Section: Background Literature On Learning Modelsmentioning

confidence: 99%

Motivational appetites, cultural orientations and accounting students' learning

Wong

Taylor

et al. 2021

Accounting & Finance

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We examine the effect of cognitive and cultural factors on student learning in undergraduate accounting courses. Using survey data relating to mainstream course activities and assessment tasks, we find that the ‘motivational appetite’ concepts of liking and wanting, along with ‘cultural orientation’ of vertical‐collectivism and horizontal‐individualism exhibit a significant joint effect on student learning. Motivational appetite has a statistically significant main effect while cultural orientation exhibits only a joint effect. This result suggests that while cognitive processes transcend cultural influence, the latter affects students' learning through their interaction with cognitive factors. Implications for accounting course design are discussed.

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Section: Background Literature On Learning Modelsmentioning

confidence: 99%

Motivational appetites, cultural orientations and accounting students' learning

Wong

Taylor

et al. 2021

Accounting & Finance

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“…Research into learning style flexibility in accounting education has focused primarily on the different methods and instruments used (Bandura and Lwons, 2012;Fortin and Legault, 2010;Wattey et al, 2010;Duff, 2001), on the the role of cognitive learning styles in developing learning competencies (Apple et al, 2012;Duff, 2004) and on the differences between learning styles and culture (Abhayawansa and Fonseca, 2010;Sugahara and Boland, 2010;McChlery and Visser, 2009). 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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