Experiential learning in accounting education: what is known, what needs knowing?
Conference Publication ResearchOnline@JCUAbstract
This paper assesses empirical evidence on experiential learning in the accounting education context in light of Kolb's (1984) experiential learning theory (EL) to evaluate its status within the EL pedagogy in teaching and learning. The study uses published scholarly literature in different subject areas of accounting degree programs in higher education institutions globally; the study uses Noblit and Hare’s (1988) qualitative synthesis technique to analyze the learning outcomes. The study finds that users of EL approach to teaching in accounting do not follow the suggested sequence of Kolb's (1984) EL theory and the learning outcomes are very little emphasized in the EL literature reviewed in this paper. Further, users of EL used two common contexts to teach accounting students:learning within the confines of a classroom and learning outside a classroom. Learning experiences were gained through textbook related resources and assessment items, and out of real-life class experiences from different workplaces or open learning spaces. Finally, the study finds that EL is evolving as an excellent platform to build students' personal and professional skills, recommended by the accounting profession and other accounting education stakeholders. The study is beneficial to academics and practitioners in accounting and related discipline, willing to relate theories and principles that are required for the performance of professional duties.
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FourA 2019: Asian Academic Accounting Association Annual Conference
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ISBN/ISSN
9-772460-509010
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Pages Count
14
Location
Seoul, South Korea
Publisher
Asian Academic Accounting Association
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Publisher Location
Seoul, South Korea
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