Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F29142890%3A_____%2F19%3A00036745" target="_blank" >RIV/29142890:_____/19:00036745 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eriesjournal.com/index.php/eries/article/view/206/171" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/206/171</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2019.120101" target="_blank" >10.7160/eriesj.2019.120101</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change.

Popis výsledku v původním jazyce

The main focus of the study is to examine the different ways that students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form, which is the more prevalent form of teaching accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, so we were interested to see the students’ reaction. The research was conducted over two consecutive academic years and the main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly show that men accept the new way of teaching better than women. Students with previous experience erceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be appropriately clarified

Název v anglickém jazyce

Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change.

Popis výsledku anglicky

The main focus of the study is to examine the different ways that students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form, which is the more prevalent form of teaching accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, so we were interested to see the students’ reaction. The research was conducted over two consecutive academic years and the main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly show that men accept the new way of teaching better than women. Students with previous experience erceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be appropriately clarified

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

1803-1617

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85065972463