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

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