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Preferred Learning Methods: Comparisons Between International And Domestic Accounting Students, Indra Abeysekera
Preferred Learning Methods: Comparisons Between International And Domestic Accounting Students, Indra Abeysekera
Faculty of Commerce - Papers (Archive)
This study provides a comparison between the preferred learning modes (traditional, interactive, group case-based lectures) of international and domestic students undertaking a new undergraduate accounting topic at an Australian university. A Likert-scale survey questionnaire was used to determine the differences and similarities between the two groups. When the results are analysed using the Hofstede model of societal cultural dimensions, they indicate significant differences between the two groups of students with regard to their preferences for formal versus interactive and group case-based lectures. The paper provides a discussion of the implications of these findings for teaching methods, assessment and curriculum development.
Teaching And Learning Business Innovation By Successive Approximations, Jorge E. Fernandez-Pol
Teaching And Learning Business Innovation By Successive Approximations, Jorge E. Fernandez-Pol
Faculty of Commerce - Papers (Archive)
This paper describes a strategy for teaching and learning business innovation by successive approximations. This novel strategy has two major sources: the book An Introduction to the Creative Economy by Pol and Carroll (2007), and intense observation of how novices learn the discipline. I will draw an analogy between the observation of an unknown planet and the study of business innovation as a tool for helping participants to connect with the suggested pedagogical approach. In essence, the approach consists of three approximations: first, identification of the dimensions or areas that are of absolutely fundamental importance for teaching and learning business …
Enabling Authentic Cross-Disciplinary Learning Through A Scaffolded Assignment In A Blended Environment, Anne Abraham, Hazel J. Jones
Enabling Authentic Cross-Disciplinary Learning Through A Scaffolded Assignment In A Blended Environment, Anne Abraham, Hazel J. Jones
Faculty of Commerce - Papers (Archive)
This paper reports on the development of a scaffolded learning assignment with blendedcomponents in a cross-disciplinary setting. The assignment has been developed in a socioculturalcontext, based on a Vygotskian approach and this paper details the design anddevelopment of the assignment. The five stages of the assignment have been carefullyscaffolded and include elements of individual and group tasks, finishing with an individualreflection on the process. Formative assessment and associated feedback are importantelements of the scaffolding and suggestions for further applications for the learning designof the assignment are suggested.