Management And Accounting Web

Teacher-Centered vs. Student-Centered Models
or Lecture-Centered vs. Active Learning Bibliography

Provided by James R. Martin, Ph.D., CMA
Professor Emeritus, University of South Florida

Education Issues Main Page | Case Study Main Page

Adams, S. J., R. B. Lea and M. Harston. 1999. Implementation of a serial-case pedagogy in the introductory managerial accounting course. Issues in Accounting Education (November): 641-656.

Albanese, M. A. and S. Mitchell. 1993. Problem-based learning: A review of literature on its outcomes and implementation Issues. Academic Medicine (68): 52-81.

Ashbaugh, H. and K. M. Johnstone. 2000. Developing student's technical knowledge and professional skills: A sequence of short cases in intermediate accounting. Issues in Accounting Education (February): 67-88.

Bailes, J. C. 1979. Lectures versus personalized instruction: An experimental study in elementary managerial accounting. The Accounting Review (January): 147-154. (JSTOR link).

Baker, R. E., J. R. Simon and F. P. Bazeli. 1986. Assessment of the learning style preferences of accounting majors. Issues in Accounting Education (Spring): 1-12. (These authors make a case for using multiple teaching/learning approaches based on Kolb's learning styles. Learning styles include: 1) concrete students who prefer learning from experience and find readings on theory of little value, 2) reflective observers who prefer lectures, 3) abstract students who prefer case studies and readings on theory, and 4) experimenters who dislike lectures and prefer small group discussion, projects and student feedback. Their conclusion is that no single method of teaching satisfies all students. Students with different learning styles need different approaches).

Baldwin, B. A. and P. M. J. Reckers. 1984. Exploring the role of learning style research in accounting education policy. Journal of Accounting Education 2(2): 63-76.

Bamber, E. M. and L. S. Bamber. 2006. Using 10-K reports brings management accounting to life. Issues in Accounting Education (August): 267-290. (The Bambers develop a series of mini-cases from 10Ks).

Bashir, T. H. 2000. Accounting instruction using the open learning approach. Journal of Accounting Education 18(3): 229-240.

Bateman, W. 1990. Open to Question: The Art of Teaching and Learning by Inquiry. Jossey-Bass.

Bedford, N. M. 1963. The laws of learning and accounting instruction. The Accounting Review (April): 406-408. (JSTOR link). (Old laws: 1) Learning occurs through active practice, 2) People should not try tasks where they are unlikely to succeed, 3) Transfer or using of learned knowledge is to be expected only if the problems encountered are much like those on which the person was trained, 4) Knowledge that leads to a desired goal is easier taught than knowledge motivated only by direct incentives and compulsion. New laws: 1) The law of discovery and 2) The law of transfer. Claimed advantages of the discovery method include: a) It increases the intellectual capacity of the student, b) it shifts the rewards from extrinsic to intrinsic promoting an attitude for continuous life-long learning, and c) it conserves memory by causing the student to develop his or her own associations that are the basis for retrieval).

Benis, M., C. Brody and R. T. Johnson. 1976. Utilization of the small group approach to teaching intermediate accounting. The Accounting Review (October): 894-898. (JSTOR link).

Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher Education (32): 1-18.

Blasingame, J. W. 1977. Personalized systems of instruction in management - A replication. The Academy of Management Journal 20(3): 482-487. (JSTOR link).

Boatsman, J. R. 1983. American law schools: Implications for accounting education. Journal of Accounting Education 1(1): 93-117.

Bonk, C. and G. Smith. 1998. Alternative teaching and learning styles in the accounting curriculum. The Journal of Accounting Education (Spring): 261-293.

Bonner, S. E. 1999. Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education (February): 11-39. (The mapping of teaching methods to learning objectives provides two insights. A single method cannot create all the conditions needed for a given learning objective. Learning objectives involving complex skills require active learning methods, while learning objectives that involve simpler skills can be achieved with more passive methods).

Bowlin, W. F. 2001. Experiential learning: Benefits for academia and the local community. Management Accounting Quarterly (Spring): 20-27.

Bransford, J. D., A. L. Brown and R. R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience, and School. National Academy Press.

Bruner, J. S. 1960. The Process of Education. Harvard University Press.

Bruner, J. S. 1961. The act of discovery. Harvard Educational Review 31(1).

Bruner, J. S. 1962. On Knowing - Essays for the Left Hand. Harvard University Press.

Campbell, J. E. and W. F. Lewis. 1991. Using cases in accounting classes. Issues in Accounting Education (Fall): 276-283.

Carlson, M. L., J. W. Higgins and V. L. Lewis. 1992. Introducing accounting - A comprehensive case approach. Journal of Accounting Education 10(1): 215-233.

Christensen, C. R., D. A. Garvin, and A. Sweet. (Eds.) 1991. Education for Judgment: The Artistry of Discussion Leadership. Boston, MA: Harvard Business School Press.

Chu, L. and T. Libby. 2010. Writing mini-cases: An active learning assignment. Issues in Accounting Education (May): 245-265.

Collins, J. H. and V. C. Milliron. 1987. A measure of professional accountants' learning style. Issues in Accounting Education (Fall): 193-206.

Cottell, P. G. Jr. and B. J. Millis. 1992. Cooperative learning in accounting. Journal of Accounting Education 10(1): 95-111.

Cottell, P. G. Jr. and B. J. Millis. 1993. Cooperative learning structures in the instruction of accounting. Issues in Accounting Education (Spring): 40-59.

Cottell, P. G. Jr. and E. M. Harwood. 1998. Using classroom assessment techniques to improve student learning in accounting classes. Issues in Accounting Education (August): 551-564.

Cross, K. P. 1986. A proposal to improve teaching or 'what taking teaching seriously should mean.' American Association for Higher Education (September). (A number of studies found that when lecturing is the dominant mode of teaching, students forget as much as 50 percent of the course content within a few months. This reference was noted in Christensen, C. R., D. A. Garvin, and A. Sweet. (Eds.) 1991. Education for Judgment: The Artistry of Discussion Leadership. Boston, MA: Harvard Business School Press, p. 4).

Dallimore, E. J., J. H. Hertenstein and M. B. Platt. 2010. Class participation in accounting courses: Factors that affect student comfort and learning. Issues in Accounting Education (November): 613-629.

Deakin, E. B. III, M. H. Granof and C. H. Smith. 1974. Educational objectives for an accounting program. The Accounting Review (July): 584-589. (JSTOR link). (Discussion of how six basic objectives of learning (knowledge, comprehension, application, analysis, synthesis, and evaluation) should be emphasized at the introductory, intermediate and advanced levels).

Duff, A. 2004. The role of cognitive learning styles in accounting education: Developing learning competencies. Journal of Accounting Education 22(1): 29-52.

Duff, A. and S. McKinstry. 2007. Students' approaches to learning. Issues in Accounting Education (May): 183-214.

Felder, R. M., and R. Brent. 1996. Navigating the bumpy road to student-centered instruction. College Teaching 44(2): 43-47.

Felder, R. M. and R. Brent. 2001. Effective strategies for cooperative learning. J. Cooperation and Collaboration in College Teaching 10(2): 69-75.

Felder, R. M., and R. Brent. 2003. Learning by doing. Chemical Engineering Education 37(4): 282-283. (Link to Felder 03).

Felder, R. M., and R. Brent. 2005. Death by PowerPoint. Chemical Engineering Education 39(1): 28-29. (Link to Felder 05).

Felder, R. M., and R. Brent. 2005. Understanding student differences. Journal of Engineering Education 94(1): 57-72.

Felder, R. M., and R. Brent. 2007. Cooperative Learning, in Mabrouk, P. A. ed., Active Learning: Models from the Analytical Sciences, ACS Symposium Series 970, Chapter 4. American Chemical Society. (Link to Felder 07).

Freedman, R. D. and S. A. Stumpf. 1978. What can one learn from the learning style inventory? The Academy of Management Journal 21(2): 275-282. (JSTOR link).

Geary, W. T. and C. J. Rooney. 1993. Designing accounting education to achieve balanced intellectual development. Issues in Accounting Education (Spring): 60-70.

Geldard, F. A. 1937. The present status of the laws of learning. University of Virginia Extension Series (22): 41-45.

Goel, S. 2010. Design of interventions for Instructional Reform in Software Development Education for Competency Enhancement. Doctoral Dissertation. Jaypee Institute of Information Technology. (Link to Summary) (Link to full text).

Gragg, C. I. 1954. Because wisdom can't be told, in The Case Method at the Harvard Business School, edited by M. P. McNair: 6-14. McGraw-Hill.

Harlow, H. F. 1949. The formation of learning sets. Psychological Review (56): 51-65.

Harvard Business School. 1984. Hints for Case Teaching. Harvard Business School Publishing Division.

Hassler, R. H. 1950. The case method of teaching accounting. The Accounting Review (April): 170-172. (JSTOR link).

Hendrix, G. 1961. Learning by discovery. Mathematics Teacher (54): 290-299.

Holt, D. L., S. C. Michael and J. T. Godfrey. 1997. The case against cooperative learning. Issues in Accounting Education (Spring): 191-193.

Holt, D. L., S. C. Michael, P. J. Crawford and J. T. Godfrey. 1997. Rebuttal. Issues in Accounting Education (Spring): 197-198.

Horngren, C. T. 1963. Teaching methods and participation as a major law of learning. The Accounting Review (April): 409-411. (JSTOR link).

Huba, M. E. and J. E. Freed. 2000. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon.

Hunt, P. 1951. The case method of instruction. Harvard Educational Review (Summer): 175-192.

Jackson, J. H. 1926. The case method. The Accounting Review (March): 108-111. (JSTOR link).

Jackson, J. H. and A. E. Davis. 1928. Teaching auditing by the case method. The Accounting Review (September): 297-310. (JSTOR link).

Johnson, D. W. and R. Johnson. 1974. Instructional structure: Cooperative, competitive, or individualization. Review of Educational Research (44): 213-240.

Johnson, D. W. and R. Johnson. 1975. Learning Together and Alone: Cooperation, Competition, and Individualization. Prentice-Hall.

Johnson, D. W., G. Maruyama, R. Johnson, D. Nelson and L. Skon. 1981. Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin (89): 47-62. (Summary).

Johnson, D. W., R. T. Johnson and M. E. Stanne. 2000. Cooperative Learning Methods: A Meta -Analysis. University of Minnesota, Minneapolis: Cooperative Learning Center.

Knechel, W. R. 1992. Using the case method in accounting instruction. Issues in Accounting Education (Fall): 205-217.

Kolb, D. A. 1984. Experiential Learning: Experiences as the Source of Learning and Development. Prentice-Hall.

Lavoie, D. and A. J. Rosman. 2007. Using active student-centered learning-based instructional design to develop faculty and improve course design, delivery, and evaluation. Issues in Accounting Education (February): 105-118. (Description of a four step active student-centered approach to faculty development, course design and delivery referred to as the Resource-Enriched Learning Model).

Lavorie, D. R. 2001. A resource-enriched learning model. Educause Quarterly 24(2):67-68

Le Breton, P. P. 1958. The case study method and the establishment of standards of efficiency. The Journal of the Academy of Management 1(1): 34-35. (JSTOR link).

Le Breton, P. P. 1959. A new approach to the teaching of management principles. The Journal of the Academy of Management 2(1): 53-56. (JSTOR link).

Lee, V. S., ed. 2004. Teaching and Learning through Inquiry. Stylus Publishing.

Lengnick-Hall, C. A. and M. M. Sanders. 1997. Designing effective learning systems for management education: Student roles, requisite variety, and practicing what we teach. The Academy of Management Journal 40(6): 1334-1368. (JSTOR link).

Liao, S. S. 1978. Learner directed instruction: Additional evidences. The Accounting Review (January): 155-161. (JSTOR link).

Libby, P. A. 1991. Barriers to using cases in accounting education. Issues in Accounting Education (Fall): 193-213.

Lieux, E. M. 1996. A comparative study of learning in lecture vs. problem-based format. About Teaching, #50, Center for the Effectiveness of Teaching and Learning, University of Delaware (Spring).

Marton, F. and R. Säljö. 1997. Approaches to learning, in F. Marton, D. Hounsell, and N. Entwistle, eds., The Experience of Learning, 2nd ed., Scottish Academic Press.

Mazzucato, U. G. 1966. The case method: Some practical considerations on its implementation. The Academy of Management Journal 9(4): 349-353. (JSTOR link).

McNair, M. P. ed. 1954. The Case Cethod at the Harvard Business School. McGraw-Hill.

Meyer, H. G. 1933. The use of problems, cases and practice sets in the elementary course. The Accounting Review (March): 33-35. (JSTOR link).

Mitchell, W. S. 1963. Relationship of laws of learning to methods of accounting instruction. The Accounting Review (April): 411-414. (JSTOR link). (Mitchell discusses a variety of teaching methods: 1) the drill method, 2) the lecture method, 3) the laboratory method, 4) the discussion method, 5) the seminar method and case study method as a sub-classification of the seminar method, 6) the project method, and 7) the supervised study method. The evils of the lecture method include: 1) it does not provide an opportunity for, or encourage active participation by students, 2) it is difficult to obtain feed-back to determine if learning is taking place, and 3) it tends to concentrate on transferring specific knowledge rather than promoting appreciation for the relationship of that knowledge to possible uses. Mitchell concludes that a combination of methods is essential within a given course to provide the most effective learning).

Oakley, B., R. M. Felder, R. Brent and I. Elhajj. 2004. Turning student groups into effective teams. J. Student Centered Learning 2(1): 9-34.

Perry, K. W. and R. K. Mautz. 1956. Theory cases for undergraduate courses. The Accounting Review (July): 497-500. (JSTOR link).

Pincus, K. V. 1997. Discussion of educating for accounting expertise: A field study. Journal of Accounting Research (Studies on Experts and the Application of Expertise in Accounting, Auditing, and Tax): 63-74. (JSTOR link).

Pointer, L. G. and P. W. Ljungdahl. 1973. The merit of using the case method in teaching the specialized accounting course. The Accounting Review (July): 614-618. (JSTOR link).

Power, M. K. 1991. Educating accountants: Towards a critical ethnography. Accounting, Organizations and Society 16(4): 333-353.

Prince, M. 2004. Does active learning work? A review of the research. Journal of Engineering Education 93(3): 223-231. (Link)

Prince, M. J., and R. M. Felder. 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering 95(2): 123-138. (This paper includes 119 references. Link to Prince).

Ramsay, A., D. Hanlon and D. Smith. 2000. The association between cognitive style and accounting students' preference for cooperative learning: An empirical investigation. Journal of Accounting Education 18(3): 215-228.

Smith, K. A., S. D. Sheppard, D. W. Johnson and R. T. Johnson. 2005. Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education 94(1): 87-101.

Smith, P. A. 2001. Understanding self-regulated learning and its implications for accounting educators and researchers. Issues in Accounting Education (November): 663-700.

Springer, C. W. and A. F. Borthick. 2007. Improving performance in accounting: Evidence for insisting on cognitive conflict tasks. Issues in Accounting Education (February): 1-19.

Springer, L., M. E. Stanne and S. Donovan, S. 1997. Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. National Institute for Science Education.

Skinner, B. F. 1954. The science of learning and the art of teaching. Harvard Educational Review (24 or 25): 86-97.

Spence, K. W. 1959. The relation of learning theory to the technology of education. Harvard Educational Review (29): 84-95.

Stout, D. E. and T. L. Ruble. 1991. A reexamination of accounting student learning styles. Journal of Accounting Education 9(2): 341-354.

Stout, D. E. and T. L. Ruble. 1994. A reassessment of the role of the Learning Style Inventory (LSI-1985) in accounting education research. Journal of Accounting Education 12(2): 89-104.

Stout, D. E. and T. L. Ruble. 1991. The learning style inventory and accounting education research: A cautionary view and suggestions for future research. Issues in Accounting Education (Spring): 41-52.

Stovall, T. F. 1958. Lecture vs. discussion. The Phi Delta Kappan (39): 255- (JSTOR Link).

Svenson, A. L. 1966. Case of the case method. The Academy of Management Journal 9(4): 344-349. (JSTOR link).

Terenzini, P. T., A. F. Cabrera, C. L. Colbeck, J. M. Parente and S. A. Bjorklund. 2001. Collaborative learning vs. lecture/discussion: Students' reported learning gains. Journal of Engineering Education (January): 123-130. (Link to Terenzini).

Wheeler, P. 2001. The Myers-Briggs type indicator and applications to accounting education and research. Issues in Accounting Education (February): 125-150. (Wheeler examines Jungian personality-type theory and the psychometric instrument referred to as the Myers-Briggs type indicator. According to Jungian theory their are eight primary personality traits that divide into two dichotomous pairs of mental functions and two dichotomous pairs of attitudes: Extraversion and Introversion denote the EI attitude; Sensing and Intuition denote the SN perceiving mental function; Thinking and Feeling denote the TF judging mental function; and Judging and Perceiving denote the JP attitude toward the mental functions. For each person, one trait from each of the four dichotomies is predominant and the four predominant traits interact to define the personality type. According Jungian theory their are sixteen combinations or personality types).

Whitehead, A. N. 1929. The Aims of Education and Other Essays. New York, NY: Free Press.