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Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course

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  • Ralph Adler
  • Rosalind Whiting
  • Kate Wynn-Williams

Abstract

Educators and employers alike have made repeated calls for developing graduates who are active, interdependent, and independent learners. While the use of business case studies has been a frequently promoted method for achieving this objective, there is a dearth of information about how best to use the case study method, i.e. should the method be student- or teacher-led? The findings from this study suggest that the choice is far from trivial. Teacher-led cases, which were associated with low levels of student involvement in and responsibility for the case study, resulted in poorly balanced learners. According to learning style theory, these students are less capable of carrying out plans and tasks and show less proclivity for becoming involved in new experiences. Such a finding reinforces Libby's (Issues in Accounting Education 6(2), 193-213, 1991) view that the presence of cases is not the panacea to enhancing generic learning skills. Rather, it is how the case studies are used and the level of student involvement that is of vital importance.

Suggested Citation

  • Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2004. "Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 213-229.
    • Handle: RePEc:taf:accted:v:13:y:2004:i:2:p:213-229
    DOI: 10.1080/09639280410001676620
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    References listed on IDEAS

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    1. Sidney Weil & Peter Oyelere & Joanna Yeoh & Colin Firer, 2001. "A study of students' perceptions of the usefulness of case studies for the development of finance and accounting-related skills and knowledge," Accounting Education, Taylor & Francis Journals, vol. 10(2), pages 123-146.
    2. Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
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    Citations

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    Cited by:

    1. Fordham, David R., 2012. "Applying a real-world fraud to multiple learning objectives: Considerations and an example from the systems course," Journal of Accounting Education, Elsevier, vol. 30(3), pages 325-354.
    2. Dellaportas, Steven & Hassall, Trevor, 2013. "Experiential learning in accounting education: A prison visit," The British Accounting Review, Elsevier, vol. 45(1), pages 24-36.
    3. De Villiers, Rouxelle & Hess, Alexandra Claudia, 2018. "Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy," Australasian marketing journal, Elsevier, vol. 26(2), pages 140-156.
    4. Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2008. "On Approaches to Learning versus Learning Styles: A Reply to Duff et al.'s Comment," Accounting Education, Taylor & Francis Journals, vol. 17(2), pages 145-149.
    5. Kate Wynn-Williams & Nicola Beatson & Cameron Anderson, 2016. "The impact of unstructured case studies on surface learners: a study of second-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 25(3), pages 272-286, June.
    6. Joseph, George & Trubey, Richard, 2022. "Café Solar® – Sustainable coffee in Central America," Journal of Accounting Education, Elsevier, vol. 61(C).
    7. Tan, Hwee Cheng, 2019. "Using a structured collaborative learning approach in a case-based management accounting course," Journal of Accounting Education, Elsevier, vol. 49(C).
    8. Paisey, Catriona & Paisey, Nicholas J., 2010. "Developing skills via work placements in accounting: Student and employer views," Accounting forum, Elsevier, vol. 34(2), pages 89-108.
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    10. Robyn Cameron & Pat Clark & Laura De Zwaan & Diane English & Dawne Lamminmaki & Conor O'Leary & Kirsty Rae & John Sands, 2015. "The Importance of Understanding Student Learning Styles in Accounting Degree Programs," Australian Accounting Review, CPA Australia, vol. 25(3), pages 218-231, September.
    11. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2017. "Analysis of trends in the accounting education literature (1997–2016)," Journal of Accounting Education, Elsevier, vol. 41(C), pages 1-14.
    12. Margaret Healy & Maeve McCutcheon, 2010. "Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences," Accounting Education, Taylor & Francis Journals, vol. 19(6), pages 555-567.
    13. Conor O’Leary & Jenny Stewart, 2013. "The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction," Journal of Business Ethics, Springer, vol. 113(2), pages 225-241, March.
    14. Paul M. Goldwater & Timothy J. Fogarty, 2007. "Protecting the Solution: A 'High-Tech.' Method to Guarantee Individual Effort in Accounting Classes," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 129-143.
    15. Young, Sam, 2014. "Making leadership cases impactful: a comparison of teaching methods," Thesis Commons a49cv, Center for Open Science.

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