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The role of work-integrated learning in student preferences of instructional methods in an accounting curriculum

journal contribution
posted on 06.12.2017, 00:00 by Walimuni AbeysekeraWalimuni Abeysekera
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.

History

Volume

16

Issue

1

Start Page

71

End Page

86

Number of Pages

16

ISSN

1175-2882

Location

New Zealand

Publisher

University of Waikato

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

School of Business and Law (2013- ); TBA Research Institute;

Era Eligible

Yes

Journal

Asia Pacific journal of cooperative education.