Experiential learning modes in a sophomore level introductory accounting course
Experiential learning modes in a sophomore level introductory accounting course
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Cheong, K. C.
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Each of us learns by using different modes to acquire and process information. Understanding the students’ learning modes would enable the instructor to deliver the course content more effectively. The purpose of this study is to determine students’ different learning modes according to Kolb’s experiential learning model (ELM). The participants were 57 business students who were enrolled in a sophomore introductory accounting course. A self-administered questionnaire, based on a 5-point Likert scale, was used to assess the students’ preferred learning modes. These questions were pre-classified according to the four Kolb’s learning modes i.e. concrete experience (CE), abstract conceptualization (AC), reflective observation (RO) and active experimentation (AE). The data were analyzed to determine Cronbach alpha scale reliability. Results showed that students have a preference to acquire information through conceptualization (AC) then reflect (RO) on the information before applying their new knowledge and skills to practical problems (AE/CE). As such, students in this accounting class are more inclined to be assimilators who prefer to acquire information by abstract conceptualization and process it by reflective observation.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Experiential learning modes in a sophomore level introductory accounting course
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Cheong, K. C.
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Each of us learns by using different modes to acquire and process information. Understanding the students’ learning modes would enable the instructor to deliver the course content more effectively. The purpose of this study is to determine students’ different learning modes according to Kolb’s experiential learning model (ELM). The participants were 57 business students who were enrolled in a sophomore introductory accounting course. A self-administered questionnaire, based on a 5-point Likert scale, was used to assess the students’ preferred learning modes. These questions were pre-classified according to the four Kolb’s learning modes i.e. concrete experience (CE), abstract conceptualization (AC), reflective observation (RO) and active experimentation (AE). The data were analyzed to determine Cronbach alpha scale reliability. Results showed that students have a preference to acquire information through conceptualization (AC) then reflect (RO) on the information before applying their new knowledge and skills to practical problems (AE/CE). As such, students in this accounting class are more inclined to be assimilators who prefer to acquire information by abstract conceptualization and process it by reflective observation.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Kolb’s experiential learning model (ELM)
Accounting–Study and teaching (Higher)–Malaysia
Study skills--Accounting
College sophomores--Malaysia
Accounting–Study and teaching (Higher)–Malaysia
Study skills--Accounting
College sophomores--Malaysia
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American Degree Transfer Program