Integrating team learning, case study and problem-based learning in Accounting courses: basic mistakes and recommendations.

This paper describes and analyzes a 5-year experience on the integration of different but complementary methodologies in the teaching of Accounting, such as teamwork, case study and problem-based learning. Authors have been refining the teaching methodology to be used in 2 courses - "Management Accounting" and "Advanced Financial Accounting", based on both the analysis of the factors influencing the effective use of the methodologies and the accumulated experience from the previous course. The objectives were to assess the effectiveness of the diverse methodologies in the learning process; to reflect on the actual integration of the methodologies in the courses, analyzing students' surveys responses as well as selective interviews conducted; and to provide a list of basic mistakes to avoid and recommendations to follow in order to facilitate the lecturer's use of the referred methodologies, whether integrated or not. As one of the main results, students' satisfaction with the methodology grew year by year; so it can be inferred that the changes introduced each year were effective. It is also needed to know the initial level of competencies of the students, in order to implement this methodology with some flexibility. Finally, it is recommended to provide some specific training in some competencies such as teamwork, to enhance the student's learning.