Two teachers are better than one : collaborative teaching as an approach to promote whole brain learning

dc.contributor.authorVan Oordt, Marius Louis
dc.contributor.authorVan Oordt, Theresa
dc.contributor.authorDu Toit, P.H.
dc.contributor.emailmarius.vanoordt@up.ac.zaen_ZA
dc.date.accessioned2015-09-08T08:40:29Z
dc.date.available2015-09-08T08:40:29Z
dc.date.issued2014
dc.description.abstractPURPOSE – This paper aims to focus on the thinking styles of a group of Accounting students, and to determine whether team teaching by two criteria-specific lecturers can be an effective collaborative teaching approach to accommodate students’ diverse learning preferences. Research on thinking and learning processes led to a four-quadrant whole-brain model of people’s thinking styles and associated learning preferences. The model can be used to identify and accommodate students’ diverse thinking styles and learning preferences. DESIGN/METHODOLOGY/APPROACH – A case study approach was followed, using multiple data collection methods. The thinking styles of 288 students and two lecturers were surveyed using a thinking style questionnaire and the Herrmann Brain Dominance Instrument. The results of the collaborative teaching approach were obtained by way of a survey questionnaire providing both quantitative and qualitative feedback, as well as a SWOT analysis completed by the involved lecturers. FINDINGS – The main results suggest that a collaborative teaching approach can address students’ diverse learning preferences, although some students may find constant switching between lecturers distracting. RESAERCH LIMITATIONS/IMPLICATIONS – The collaborative teaching approach in the teaching interaction cannot be isolated. Collaborative teaching was not repeated or extended due to resource constraints. ORIGINALITY/VALUE – Academics from all disciplines recognise a need for a teaching practice that addresses students’ diverse learning preferences. Hitherto, outside of special education, collaborative teaching has received little scholarly attention, especially as an approach to address tertiary students’ diverse learning preferences.en_ZA
dc.description.librarianhb2015en_ZA
dc.description.urihttp://www.emeraldinsight.com/loi/medaren_ZA
dc.identifier.citationVan Oordt, ML, Van Oordt, T & Du Toit, P 2014, 'Are two teachers better than one?', Meditari Accountancy Research, vol. 22, no. 2, pp. 165-185.en_ZA
dc.identifier.issn2049-372X
dc.identifier.other10.1108/MEDAR-01-2013-0003
dc.identifier.urihttp://hdl.handle.net/2263/49732
dc.language.isoenen_ZA
dc.publisherEmeralden_ZA
dc.rights© Emerald Group Publishing Limited.en_ZA
dc.subjectEducationen_ZA
dc.subjectCollaborative teachingen_ZA
dc.subjectDual teachingen_ZA
dc.subjectHerrmannen_ZA
dc.subjectLearning preferencesen_ZA
dc.subjectTeam teachingen_ZA
dc.subjectThinking stylesen_ZA
dc.subjectWhole-brain learningen_ZA
dc.subjectWhole-brain modelen_ZA
dc.titleTwo teachers are better than one : collaborative teaching as an approach to promote whole brain learningen_ZA
dc.typePostprint Articleen_ZA

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