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Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”

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  • Ida Verna

Abstract

This work aims to investigate the effect of a holistic approach to teaching on both the educator’s learning and teaching styles and on student performance. To this end, an experimental holistic approach was adopted, L’Ascolto®, which uses the Deming PDCA cycle for the design (Plan), management (Do), evaluation (Check) and improvement (Act) of teaching processes. The aim is to encourage educators to “train” their flexibility in learning by following the Kolb Experiential Learning Cycle. The paper is presented as an original study aimed at empirically examining the effects of an experimental holistic approach (L’Ascolto®) on the educator’s experiential learning process in a university accounting course. On one hand, the results show positive student performance, while, on the other, the positive effects of the educator’s experiential learning emerge, as evidenced by the different teaching styles adopted during the course (flexibility).

Suggested Citation

  • Ida Verna, 2020. "Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”," International Business Research, Canadian Center of Science and Education, vol. 13(11), pages 1-77, November.
    • Handle: RePEc:ibn:ibrjnl:v:13:y:2020:i:11:p:77
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    References listed on IDEAS

    as
    1. Angus Duff, 1998. "Objective tests, learning to learn and learning styles: a comment," Accounting Education, Taylor & Francis Journals, vol. 7(4), pages 335-345.
    2. Butler, Maureen G. & Church, Kimberly S. & Spencer, Angela Wheeler, 2019. "Do, reflect, think, apply: Experiential education in accounting," Journal of Accounting Education, Elsevier, vol. 48(C), pages 12-21.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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