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This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education?

The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data.

The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles.

The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.

Qualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.

A range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.

This research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.

Encouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous knowledge and competencies applicable to new business creation based on cognitive and experiential instruction. Germane studies explore the entrepreneurial intention of trainees as a consequence of the pursued instruction. This chapter follows a more student-centric perspective which supposes the underlying cognitive schemes of trainees and their evolution as primordial structures that are affected through learning. This focus turns the approach into pure constructivism where the Piagetian concepts of assimilation and accommodation underpin learning. Based on a coherent constructivist online environment, that is the TeleCC platform in Greece, evidence for reflection, critical thinking and meta-learning incidents is investigated amongst the trainees’ dialogues and comments. The appearance of these processes verifies the dynamics of constructivist learning and Piaget’s equilibration process. There has been minimal attention in research so far into genuine constructivist signatures relevant to entrepreneurial learning; a gap that motivated the research of this chapter. The features of the learning environment and the facilitating role for the educator are crucial presuppositions for deep constructivist learning processes to occur. Else, instructional interventions favour the customary guidance and knowledge or experience transfer. It is maintained that the constructivist approach is an underdeveloped yet innovative perspective for educational research in entrepreneurship that needs good examples and contextualisation of relevant concepts and processes. Its contribution will be especially important and inclusive for the lifelong learning domain where adult learners participate in with repositories of personal life experiences and crystallised and resistant conceptualisations for the phenomena under consideration.

Drawing on educational science research and concepts, this paper aims to organize and analyze prior accounting literature on the integration of research into teaching and provides evidence for the relevance of integrating research into constructivist management accounting teaching.

Evidence shall be drawn from the autoethnographic account of a case study, namely, an MiM course in a French business school.

The presentation of qualitative research plays a priming role in collective debates where knowledge is co-produced by the group of students.

The analysis opens up many avenues for future research on constructivist accounting teaching (e.g. teachers’ profiles, cross-cultural comparison) and its consequences.

The case provides examples of how, in practice and beyond general principles, the constructivist teacher adapts to his/her audience and their educational heritage. It also invites a holistic consideration of teaching arrangements, the relationships between their elements and their collective impact on learning.

The case study, the analysis of which draws on educational science frameworks and concepts, provides an in-depth account of research integration into constructivist accounting teaching.

Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.

A cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.

The findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.

By incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.

The purpose of this paper is to study the impact of a web‐based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning.

In this paper, a web‐based multimedia‐mediated project was developed based on an Internet Applications course where students were taught to use specific web authoring tools to solve a web‐related problem. The mode of learning was geared towards a student‐centred, constructivist learning perspective where students were active learners, worked in a group environment and constructed knowledge and understanding in their learning process. An online survey was given to the students to assess their reactions towards this learning environment.

The results obtained were positive and satisfactory. In this learning process, students were able to understand the problem, work collaboratively, construct their own solutions, and determine their own learning outcomes. Feedback on the online survey provided further support of the students' positive attitudes towards this learning environment.

The implications of this research study are that students found that the web‐based learning environment allowed them to be more active participants in their learning process, increasing their critical and creative thinking skills as well as improving their problem‐solving skills. They learned “how to learn” and developed several learning skills such as communication, teamwork, collaboration and presentation, as well as achieving ownership of these learning outcomes. The use of multimedia‐ and web‐based tools for their project allowed them to be innovative in their presentations, making the project more fun for them.

This research provides educators with an innovative approach to teaching with technology, and students with a more effective learning environment.

This paper fulfils Malaysia's MSC initiative to include ICT in the classroom teaching environment and to focus on learner‐centred teaching and learning strategies. This constructivist‐based learning environment also enabled students to build their problem‐solving and collaborative skills as well as their creative and critical thinking abilities in order to meet the rising demands of twenty‐first century organisations.

In the wake of the COVID-19 pandemic, higher education instructors were forced to make necessary changes in the conversion from face to face instruction to the use of online and virtual platforms. Even before this shift, scholars have long advocated the introduction of active and constructivist learning practices, and to move away from the traditional lecture as a means to disseminate information in the classroom. This chapter highlights ways in which active learning and constructivist-related activities such as motivational activities, critical-thinking activities, creative-thinking activities, and collaborative learning activities can be employed in the online classroom for successful teaching practice. Also detailed is a case study of the analysis, design, development, implementation, and evaluation of a Jigsaw activity used in a Master’s level human resource development (HRD) course. HRD as a field takes well to learner centered instruction, as it is an applied discipline that is deeply concerned with the aspirational development of adults in training, organization change, and careers. Lessons learned from the deployment of active learning and constructivist-related activities within the case are adaptable and applicable for online instructors both in and outside of the field of HRD who are interested in building such experiences for students in online programs.

The study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.

A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.

This study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.

This study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.

This research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.

Many educators have advocated constructivist‐based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist‐based practices, which rely on didactic lectures, rote memorization and high‐stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist‐based pedagogy in instructivist‐based learning cultures.

The author employs a literature review to compare the philosophical and pedagogical differences between constructivism and instructivism, and proposes a conceptual model for introducing constructivist‐based pedagogies into instructivist learning cultures.

The needs of teachers, students, and institutions intersect during pedagogical innovations, which take place within national systems. The alignment between students' and teachers' educational philosophies, as well as an institutional system's resources, policy, and culture can bring conflict or congruence, as teachers, students, administrators and other stakeholders dismiss, adapt, ignore or celebrate the (mis)alignment.

The model described in this paper is intended to serve as a guide for educators who are introducing innovative pedagogies in a variety of settings, and will continued to be validated through a design‐research study in Oman.

The purpose of this paper is to consider the type of learning that takes place if members of an under‐resourced community are exposed to a free‐to‐use computer that is connected to the internet.

Qualitative application of an instrument that was developed to evaluate the information resource for the extent to which it facilitates both objectivist and constructivist learning. Video recordings of the interactions of people at the information kiosk were viewed and transcribed, and subjected to classical analysis to answer the questions posed by the instrument.

It was found that this particular information resource contained both objectivist and constructivist elements. Furthermore, it was found that objectivism and constructivism are complementary to one another and the degree of integration varies according to certain pedagogical dimensions. An open‐access information portal affords opportunities both for direct instruction and constructivist learning.

Based in a peri‐urban environment in South Africa with a small sample.

The main contribution of this study is to investigate the interaction between information, knowledge, learning and pedagogy, which will help the information designer to better understand these interactions when designing an information resource. Furthermore, the instrument developed for this study can be used to evaluate other information resources, thus ultimately improving the standard of such resources.

The paper proposes a solution to the age‐old objectivist/constructivist debate that prevails when considering the cognitive functioning of information users.