Engagement With Active Learning: Reflections on the Experiences of Irish Accounting Students

Abstract

Accounting students have been characterised as being in the main extrinsically motivated, introverted surface learners, who may fail to achieve higher learning outcomes and are reluctant to engage in active learning. Using a phenomenological approach, this study considers how Irish accounting students engaged with active learning methods, recounting the benefits which arose and the difficulties encountered. Its findings demonstrate that the difficulties encountered related to the application of active learning methods, rather than the methods themselves; all students can potentially benefit from active learning if carefully introduced into their programme of study.