Abstract:
PURPOSE – 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.
