Abstract
This work aims to investigate the effect of a holistic approach to teaching on both the educator’s learning and teaching styles and on student performance. To this end, an experimental holistic approach was adopted, L’Ascolto®, which uses the Deming PDCA cycle for the design (Plan), management (Do), evaluation (Check) and improvement (Act) of teaching processes. The aim is to encourage educators to “train” their flexibility in learning by following the Kolb Experiential Learning Cycle. The paper is presented as an original study aimed at empirically examining the effects of an experimental holistic approach (L’Ascolto®) on the educator’s experiential learning process in a university accounting course. On one hand, the results show positive student performance, while, on the other, the positive effects of the educator’s experiential learning emerge, as evidenced by the different teaching styles adopted during the course (flexibility).
Highlights
The paper offers a reflection on the possibility of dealing with the complexity of teaching through a holistic approach that supports the educator‘s experiential learning development in his/her context
- Item 4: the more complex topics are introduced gradually; - Item 11: every lesson begins with the presentation of the topics to be addressed and a summary of those already dealt with; - Item 12: at the end of the lesson there is a summary and reinforcement of the different topics addressed; - Item 16: reference is made to current aspects of the discipline - Item 9: the contents of the subject are addressed with reference to practical and applicative aspects
The assumption of experiential learning is that learning is built from the experience gained in a specific context, in interaction with the knowledge that an individual already has at that moment
Summary
The paper offers a reflection on the possibility of dealing with the complexity of teaching through a holistic approach that supports the educator‘s experiential learning development in his/her context. To develop learning flexibility in students, i.e. a more holistic, structured learning, the author proposes a holistic approach to the complexity of teaching (L‘Ascolto®, note 1). This approach will orient educators towards the Kolb Learning Cycle, envisaging a continuum of teaching processes in their relationship with students and their reference context. This can be considered as a sort of ―training in flexibility‖
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