The document discusses structured versus unstructured teaching and learning approaches. It argues that the current approach of using the same structured learning for all courses may not be effective. A more effective approach is an evolving methodology that focuses on active and unstructured learning. This new approach emphasizes equipping students to be lifelong learners and creating an active learning environment where the teacher facilitates a variety of interactions, peer learning, group work, and cooperative learning. It aims to develop learners that are proactive, self-motivated, and reflective.

1. Structured vs.
unstructured
teaching and
learning
By
Archan Mehta
Charles Afriyie

2. Current approach – too
structured?
 Same teaching and learning approach for
accounting as well as non-accounting courses
 Greater emphasis on structured learning
 i.e. know everything, use/apply as you need
them!

3. Evolving methodology
 In a learning society (Grabinger, Dunlap, & Duffield, 1997), equipping students to be lifelong
learners “should be the norm” (Commission of European Communities, 2008, p.3).
 New learning approach
 Active learning
 Role of the teacher is to create “an active learning environment”
 Pedagogical strategies
 Watkins et al. 2007
 Behavioural impacts: participate in the delivery activity; use and create
knowledge....motivated learners.
 Cognitive impacts: reflect creatively on concepts; make decisions; extrapolate
and gauge applicability of the contents of learning
 Social impacts: variety of interactions; peer learning, group work; cooperative
and collaborative learning; presentations
 Role of the learner
 “proactive, self-motivated, self-regulated, independent, responsible and
reflective.” (Drew and Mackie, 2011 p.460)

4. Analytical Methodology
Analytical objectives
Value driver analysis
Strategic preevaluation
Analytical issues/questions
Margin / difference / Ratio analysis
Inferences
Conclusions