Academic literature on the topic 'Accounting Study and teaching (Higher) Victoria'
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Journal articles on the topic "Accounting Study and teaching (Higher) Victoria"
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Wang, Lixia, and Zhongxin Chang. "Study on Practicality of Tax Law Course in Accounting Major." Higher Education Studies 1, no. 2 (January 3, 2016): 61. http://dx.doi.org/10.5539/hes.v1n2p61.
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Accounting staff play a more and more important role in enterprises and the ability to handle tax related business isone of the necessary abilities of accounting staff. At present, some problems exist in system setting, content teaching,textbook construction, teaching method and so on of tax law course in institutions of higher learning. The societyhas proposed new subjects in higher education of tax law course in accounting major. How to cultivate applicationbased accounting staff with solid theoretical basis and strong capacity in practical operation is an issue that needs tobe urgently resolved by higher education practitioners.
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Nasrallah, Rita. "Learning outcomes’ role in higher education teaching." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 4 (October 28, 2014): 257–76. http://dx.doi.org/10.1108/ebs-03-2014-0016.
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Purpose – The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model. Design/methodology/approach – This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment. Findings – The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive. Research limitations/implications – The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes. Practical implications – Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience. Originality/value – The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.
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Cai, Huan, Meining Wang, and Yingmei Yang. "Teaching Accounting in English in Higher Education – Does the Language Matter?" English Language Teaching 11, no. 3 (February 14, 2018): 50. http://dx.doi.org/10.5539/elt.v11n3p50.
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Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong University of Foreign Studies. Accounting courses in English at GDUFS are taught to two different groups: English majors with higher English proficiency who are required to receive 2 years of intensive training in listening, speaking, reading and writing before taking the accounting course in English and non-English majors who do not receive the same level of English training as English majors do. We find that there is no direct significant relationship between accounting learning and students’ English proficiency but we do find a strong correlation between students’ analytical ability and their accounting learning instructed in English. We also find that motivation, specifically students’ clear career path in the accounting field, plays an important role in determining their performance in accounting learning. The findings in this paper have meaningful implications for the feasibility of teaching non-English majors accounting in English and for designing a good learning environment in English educational settings.
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Ansari, Zahid, Norman Carson, Adrian Serraglio, Toni Barbetti, and Flavia Cicuttini. "The Victorian Ambulatory Care Sensitive Conditions Study: reducing demand on hospital services in Victoria." Australian Health Review 25, no. 2 (2002): 71. http://dx.doi.org/10.1071/ah020071.
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Ambulatory Care Sensitive Conditions (ACSCs) are those for which hospitalisation is thought to be avoidable ifpreventive care and early disease management are applied, usually in the ambulatory setting. The Victorian ACSCs study offers a new set of indicators describing differentials and inequalities in access to the primary healthcare systemin Victoria. The study used the Victorian Admitted Episodes Dataset (1999-2000) for analysing hospital admissions for diabetes complications, asthma, vaccine preventable influenza and pneumococcal pneumonia. The analyses were performed at the level of Primary Care Partnerships (PCPs). There were 12 100 admissions for diabetes complicationsin Victoria. There was a 12-fold variation in admission rates for diabetes complications across PCPs, with 13 PCPs having significantly higher rates than the Victorian average, accounting for just over half of all admissions (6114) and39 per cent total bed days. Similar variations in admission rates across PCPs were observed for asthma, influenza and pneumococcal pneumonia. This analysis, with its acknowledged limitations, has shown the potential for using theseindicators as a planning tool for identifying opportunities for targeted public health and health services interventions in reducing demand on hospital services in Victoria.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Kwarteng, Joseph Tufuor, and Peter Sappor. "Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting." Education Research International 2021 (November 26, 2021): 1–11. http://dx.doi.org/10.1155/2021/9140161.
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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.
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James Kyle Page. "Exploring the Use of Digital Materials in Teaching Graduate Accounting." Journal of Advance Research in Business Management and Accounting (ISSN: 2456-3544) 4, no. 1 (January 31, 2018): 01–06. http://dx.doi.org/10.53555/nnbma.v4i1.38.
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The use of digital materials in higher education is an integral part of graduate student learning to enhance twenty-first-century skills. Higher education institutions have witnessed an influx of graduate students who prefer the use of digital materials. Digital materials include online assignments, quizzes, and tests. The purpose of this study was to investigate the traditional approach to teaching graduate accounting with textbook only in comparison to teaching with the use of digital materials. The aim was to introduce students to the use of digital materials and how it could be used to enhance their twenty-first-century skills. The primary goal of the study was to determine whether the treatment group learned more than the control group taught in the previous semester the non-traditional approach. The null hypothesis for this study states that there was no difference in student learning outcomes between the group of students who learned using digital materials and students who learned the same course using traditional methods. The mixed-methods study design shed light on the research through the quantitative (cross-sectional) that supported the null hypothesis on the assignment grade section. The results indicate that while there were significant improvements in the overall final grades in the treatment group, the overall final grades of the control group were significantly lower. In conclusion, the use of digital materials alone is not enough to result in enhancing twenty-first-century skills. The study indicated that teaching graduate accounting should include every effective resource at the disposal of the instructor.
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Mariati, Mariati, and Uun Ahmad Saehu. "Character-Oriented Development of Accounting Teaching Materials and Higher Order Thinking Skills (HOTS)." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (January 17, 2021): 391–403. http://dx.doi.org/10.33258/birci.v4i1.1616.
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This study aims to develop HOTS-oriented assessment instruments in the form of books and guidebooks for developing HOTS-oriented teaching materials for prospective accounting teachers who are still in semester II to semester IV in the Accounting Education Study Program as well as for teachers and lecturers who teach subjects / subjects. accounting courses. This research is a research and development (R&D) which is adapted from the ADDIE development model. There are 5 stages: 1)Analysis, 2)Design, 3)Development, 4)Implementation, and 5)Evaluation. The assessment instrument developed contains three cognitive domains. covering aspects of analysis (C4), assessing/evaluating (C5) and creating/creating (C6). The results showed that the teaching materials produced were valid, practical, and effective in terms of the orientation of the teaching materials towards character and HOTS. assessment results through a character questionnaire and HOTS test. Based on the results of the assessment, the percentage of students with at least good character increased from 78% to 100% (an increase of 22%). Furthermore, based on the HOTS test results, the number of students who completed increased from 0% to 74 % (an increase of 74%).
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Rahman Khan, Firdouse, and Hasan Ali Salim Al Mamari. "BUSINESS MAJOR STUDENTS’ PERCEPTION TOWARDS BASIC ACCOUNTING COURSES IN HIGHER EDUCATION INSTITUTIONS OF OMAN." International Journal of Management, Innovation & Entrepreneurial Research 5, no. 2 (December 26, 2019): 17–28. http://dx.doi.org/10.18510/ijmier.2019.523.
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Purpose: The objective of the study is to find out the areas in which the business students lack and to analyze the reasons for such lack of knowledge.
Design/methodology/approach: For carrying out the research study, 160 students from various Higher Education Institutions (HEIs) in Oman studying accounting subjects were selected and a test was conducted with five identified areas of accounting – accounting concepts, application knowledge, accounting formulae, accounting methods, and decision making. After completion of the test, the results were shown, and the correct answer keys were explained. Subsequently, a questionnaire mentioning all the five areas and the difficulties faced therein were requested to be filled in by the respondents.
Findings: The results of the empirical study reveal that the students assume that they are good at accounting but they lack knowledge of application, formulae usage, and decision making.
Practical Implications: It is confirmed that the concepts, methodologies, and techniques are not difficult but proper guidance and proper education methods through real-world examples might help towards creating interest among the students to improve their way of learning.
Social Implications: The study has identified the areas where the students lack and helps the teachers to improve their methods of teaching and the students to improve their way of learning.
Originality/value: No study has investigated before the accounting learning difficulties of business major students, and this study will help accounting educators to introduce and modify their teaching strategies.
Dissertations / Theses on the topic "Accounting Study and teaching (Higher) Victoria"
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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed.
This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development.
The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace.
There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Rowlands, Jeffrey. "The effects of high school accounting study on first year students' performance in financial accounting at selected South African universities." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001605.
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This thesis examines the opinions of a sample of accounting students and a sample of accounting lecturers regarding the effect of prior study of accounting on performance in the first year university financial accounting course. A comparison is also made of actual performance in the first year course of two groups of students, those who have studied accounting at secondary school and those who have not. For the comparison of actual performance data were collected over a three year period (1985-1987). Two separate research designs were used to test for differences in performance. Both research designs indicated that students with secondary school accounting scored higher on early tests and examinations but that the two groups of students scored equally on the final examination. The survey of students' opinions included students from two universities. The major findings showed that students, regardless of whether or not they had studied accounting at secondary level, believed those who had to be advantaged in the first year financial accounting course. The majority of respondents indicated that high school accounting was, in their opinion, a desirable preparation for the university course. The survey of lecturers' opinions included lecturers from 15 South African universities. The findings of primary concern showed that lecturers believed students with prior exposure to accounting to be at an advantage in the first year financial accounting course.
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Bright, Anthony R. "The education and training of accounting technicians in the Sultanate of Oman : The accounting diploma program at Sultan Qaboos University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/652.
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The discovery and subsequent commercial exploitation of oil in the Arabian Gulf region has brought profound and far-reaching change to the peoples of the area. What has happened has been nothing short of a transformation from desert sheikdoms into modem nation states;The Sultanate of Oman is one of those states. Although Oman is not a major oil producer in world terms, it has been able to use its oil revenues over the past three decades to finance the establishment of a modem infrastructure and to develop its social and economic systems. Notwithstanding the success of Oman's national development efforts thus far, significant challenges lie ahead.
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Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.
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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.
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Bray, Nayeema. "An accounting syllabus for marketing students as determined by SME needs and specifications." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1702.
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Thesis (MTech (Marketing))--Cape Peninsula University of Technology, 2007In South Africa, SME development has been identified by government as a priority in creating jobs to solve high unemployment. SMEs also often battle to survive in a tough and ever changing business world. There is a high failure rate among many SMEs. Some of the reasons for the high rate of failure are that the owner or manager is unfamiliar with established business practices, lack of managerial expertise in business management and lack of finance to fund the business. It is essential that the individuals responsible for the management of the business have the necessary training and expertise to equip them for the successful running of the business. It is therefore crucial that all employees in the SME sector irrespective of the department they work in obtain some degree of training and expertise. These employees also need some knowledge of the financial position of the business. This can only be made possible if all employees have a fair amount of financial knowledge so that decision~making is made easier. The curriculum of the CPUT subject 'Accounting for Marketers' may not meet the requirements of SMEs. It is an advisable that SMEs requirements should be continually measured against the course offering to ensure that the course equips the students with the financial knowledge needed by SMEs. This can be done as CPUT has close ties with these SMEs through co-operative education and intemships. An attempt was made to identify the skills and techniques required by the marketing students pertaining to the SUbject 'Accounting for Marketers' in practice and to comparing the syllabi used in education. This comparison would hopefully lead to a clear understanding of the gaps between education and practice, if any, which will enable the researcher to make recommendations regarding the 'Accounting for Marketers' syllabi. The main purpose of the study was to measure the gap, if any, between the subjects 'Accounting for Marketers' offered at CPUT and the requirements of the SMEs. If indeed a gap exists, the institution can broaden certain aspects of the syllabi, by incorporating case studies on legitimate companies, which will aid the students to stay informed about Accounting in their field of expertise. There will be better integration of theory and practice. A descriptive research method was followed using a census survey research design to present a structured comprehensive questionnaire to the total population of SMEs affiliated with the Department of Cooperative Education and that have participated in the experiential training program. The number of SMEs who completed and returned the questionnaires was 15. This resulted in a response rate of 50 percent which was a fair representation of the entire census. In support of the findings recommendations were made regarding each component that formed part of an accounting syllabus. The results indicated that certain components in the accounting syllabus were rated as very important and others not. Components that were referred to as important but which were not a part of the syllabus will be under scrutiny by the researcher to come to a resolution, where these components will be accommodated in the accounting syllabus for marketing students for 2008.
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Chen, Tien-yiu Theodore, and 陳天佑. "University accounting education in Hong Kong: an analysis of tri-partite perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45881820.
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Brubaker, Thomas F. "Perceptions of assurance service services performed by certified public accountants: Accounting education assessment applications." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2912/.
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The overall purpose of this study was to examine how Certified Public Accountants (CPAs) perceive the potential use of assurance services to assess quality in accounting education programs. Survey questionnaires were mailed to a random sample of 250 CPAs in the north central Texas area. The questionnaire was designed to obtain demographic information and information relating to the respondents' perceptions of quality assessment of accounting education programs. An analysis of the results of this study suggest the following: CPAs consider (1) certain established criteria, such as SAT scores and faculty-to-student ratios, as effective measures for assessing quality attributes in accounting education programs and (2) traditional measures currently used for quality assessment in accounting education programs as only moderately effective by CPAs. CPAs are apparently seeking increased involvement with accounting education quality assessment and formulation of educational standards. They view the potential application of assurance services to accounting education quality as a way to offer a wider range of services to the public. CPAs perceive assurance services as a type of quality assessment that can be used to complement, but not replace, some of the more effective traditional methods, and as a way of enhancing the quality assessment process for accounting education.
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Beck, Richard Alan. "Retention and dropout rates for a sample of national higher certificate students in the school of accounting." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1408.
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Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
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Venter, Antoinette. "Cognitive preparation of NCS (grades 10-12) accounting learners for studies at a University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2367.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.This study focuses on the cognitive preparation of National Curriculum Statement (NCS) (Grades 10 – 12) Accounting learners for studies at a University of Technology (UoT). The purpose was to determine to what extent NCS cognitively prepares Accounting learners for studies at a UoT, and whether there is a difference in the extent to which NCS (pre-2014) and CAPS (2014) cognitively prepare learners for the first-year National Higher Certificate in Accounting and Financial Information Systems at a selected University of Technology (UoT). This study is contextually situated within the curriculum theories developed by Basil Bernstein‘s ‘code theory’ in the sociology of education. The theoretical framework for this thesis draws on the work of David Conley’s redefining college readiness, in which he argues that Higher Education (HE) readiness is a multi-faceted concept comprising numerous variables. Cognitive preparation for HE Accounting studies is reviewed in terms of the educational objectives of the cognitive domain of Benjamin Bloom. A mixed method approach for the research design was employed. The quantitative approach entailed completion and analysis of questionnaires by first-year Accounting students at a selected UoT to ascertain learners’ levels of Accounting competence as envisioned by the NCS (Grades 10 – 12). Marks for the Grade 12 National Senior Certificate (NSC) examination in Accounting were obtained so that these examination marks could be compared with students’ levels of Accounting competence and marks at the end of the first term (March). The qualitative approach entailed document analyses of the Accounting FET (Grades 10 – 12) curriculum, the curriculum of the National Higher Certificate, the NSC Accounting examination of 2014, and the National Higher Certificate in Accounting March 2015 assessment, as well as interviews with the Accounting 1 lecturers at a selected UoT. Data revealed that the NCS (Grades 10 – 12) Accounting curriculum (formal or intended curriculum) adequately prepares learners cognitively for studies at a UoT. There is little evidence that CAPS prepares learners better for tertiary studies than students not trained according to CAPS. There is a statistically significant relationship between the mark obtained in the NSC, the mark in the questionnaire and the formal assessment in March. There are, however, various other factors that contribute to academic success or failure and drop-out in HE. Findings from this study suggest that the Department of Basic Education (DBE) and universities could work more closely together in various subject groups to ensure these challenges are met and that universities provide feedback to the DBE on whether the changes implemented are making a difference to the quality of first-year students who enter university.
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Coker, Dianna Ross. "The role of visual-spatial aptitude in accounting coursework." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170640/.
Full textBooks on the topic "Accounting Study and teaching (Higher) Victoria"
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Accounting revision for Leaving Certificate higher level. Dublin: Gill & Macmillan, 1997.
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Teaching, American Accounting Association Committee on Promoting and Evaluating Effective. A framework for encouraging effective teaching: Report of the Committee on Promoting and Evaluating Effective Teaching, Teaching and Curriculum Section, American Accounting Association. [Harrisonburg, Va: Center for Research in Accounting Education, James Madison University, 1996.
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ACCA study text: Foundation paper 2 the legal framework (Business Law). London: BPP Publishing Limited, 1993.
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Lurkin, Paul. La formation comptable dans la nouvelle Europe. Montréal, Québec, Canada: Ecole des hautes études commerciales, 1994.
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Lätsch, Werner. Die Ausbildung zum eidg. dipl. Buchhalter/Controller: Ermittlung der Ausbildungsbedürfnisse : Ableitung und empirische Untersuchung. Zürich: Schulthess Polygraphischer Verlag, 1988.
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J, Schultz Joseph, Massoud Marcos F, Smith Jay M, and American Accounting Association, eds. Reorienting accounting education: Reports on the environment, professoriate, and curriculum of accounting. Sarasota, Fla: American Accounting Association, 1989.
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Laffin, Marcos. De contador a professor: A trajetória da docência no ensino superior de contabilidade. Florianópolis: Imprensa Universitária UFSC, 2005.
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Dodge, Roy. Foundations of cost and management accounting. London: Chapman & Hall, 1995.
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Solid footing: Building an accounting foundation. 8th ed. Hamilton, OH: Micro Solve, Inc., 2015.
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Federation of Schools of Accountancy (U.S.). Meeting. The new look in accounting education: Proceedings of the Thirteenth Annual Meeting, December 11-12, 1989, San Antonio, Texas. Chicago, IL (25 E. Jackson Blvd., Chicago 60604): Federation of Schools of Accountancy, 1990.
Find full textBook chapters on the topic "Accounting Study and teaching (Higher) Victoria"
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Raina, Ashutosh, Archana Rane, Lucian Ngeze, Sahana Murthy, and Sridhar Iyer. "From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India." In Global Perspectives on Educational Innovations for Emergency Situations, 265–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_26.
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AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
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Kouti, Malika. "The Impact of Knowledge of English Rhetorical Patterns of Organisation on BA Accounting and Finance Students' Writing Academic Genres." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 128–49. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch006.
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This chapter discusses the impact of knowing the English rhetorical pattern of organisation on BA Accounting and Finance students' academic writing. More specifically, it focuses on the knowledge of how to structure a letter of application for job hunting purposes. This case study involved the analysis of 40 letters of application written by 40 Accounting and Finance students in the Department of Accounting and Finance at the University of Ghardaïa, Algeria after they had been trained to structure this type of letter. The training lasted for two sessions in the Department of Accounting and Finance at Ghardaia University, Algeria. The training was a direct instruction in which students were shown activities that assisted them in mastering the rhetorical pattern of organisation that concerns letters of application. They were also shown the difference between formal and informal letters of application. The obtained results demonstrated the efficiency of the direct instruction in teaching Accounting and Finance students how to write a letter of application.
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Burko, Kateryna. "METHODS OF TRAINING OF ACCOUNTING SPECIALISTS IN THE CONDITIONS OF DISTANCE EDUCATION." In Modernization of research area: national prospects and European practices. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-221-0-4.
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The use of innovative technologies is one of the important foundations for the development of the educational institution in modern conditions. Such technologies contribute not only to improving the quality of the educational process, but also to the creation of an information system for managing an educational institution. Prolonged quarantine forced to pay due attention to distance education. Expanding the information potential before the higher school sets the task of training specialists capable of ensuring the comprehensive development of the enterprise. Therefore, the study and use of innovative teaching technologies in the higher education system of Ukraine is extremely important. The aim of the work is to study the essence, types and use of innovative technologies of training in the training of accounting specialists in higher educational institutions of Ukraine in conditions of distance learning. The paper reveals the definition of innovations in the pedagogical process. The innovative teaching methods common in higher education of Ukraine are considered. There are signs of active learning. Generalization of modern achievements of world practice in the field of higher education was carried out. The role and requirements for a modern accountant and the advantages of innovative teaching methods in the training of accounting specialists are disclosed. Methodology. The research methodology is based on fundamental and general scientific principles. Methodological provisions and principles have found their tactical embodiment in such research methods as: analysis, synthesis, induction, deduction, analogy. Results of the study showed that the main task of the information space of the educational institution, in the conditions of distance learning, is to create safe comfortable conditions for the exchange of information between participants in the educational process. The introduction of technologies for combining online and offline learning in one chain contributes to the development and improvement of the capabilities of all participants in the educational process: students and teachers. A mixed teaching model enables students to improve learning efficiency by improving self-employment skills and the ability to highlight the main thing in the learning process. At the same time, this model contributes to improving the professionalism of teachers. Practical implications. The introduction of active learning methods should encourage students to study accounting disciplines. When preparing higher education applicants for the educational program “Accounting and Taxation” at Vinnytsia National Agrarian University, modern innovative methods are actively implemented in the organization of the educational process. Value/originality. Distance learning is only a forced step in the general stage of education applicants. It is impossible to ignore it, so it is necessary to establish a clear organization of effective and effective training. Analysis of the main possibilities of organizing and implementing distance learning in the educational process of training higher education applicants of the specialty “Accounting and Taxation” makes it possible to assert that in wartime conditions in Ukraine, the remote form of organization of the educational process has become the most optimal and safe. In this situation, mixed and distance learning models developed during the coronavirus pandemic in synchronous and asynchronous modes are becoming useful.
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Silva, Rui, Ricardo Rodrigues, and Carmem Leal. "Social Factors Influence on Accounting Students Attitude to Use Games Based Learning." In The Role of Gamification in Software Development Lifecycle [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95430.
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The general objective of this article is to analyze the impacts of a gamified resource created (Accountingame) as learning tools to teach the curricular unit of Accounting. Theory of Planned Behaviour was used to investigate social factors such as Social Influence, Recognition and Reciprocal Benefits, which are predictors of Attitude to use this kind of game like a learning accounting tool. The relevance of this study is due to the lack of empirical studies that analyze the application, viability, and effectiveness of gamified resources in the teaching areas of knowledge, such as Accounting. The game was used by students of Accounting (n = 816) for the first time in the scope of Higher Education in Portugal in the academic year 2018/2019. Results of this research suggest the importance of these resources to increase Attitude, Continued Use Intention and Intention to Word of Mouth related to Games Based Learning as an effective method of support for the learning process of accounting students. We believe that this study can be a contributor to researchers in this area to understand why the study of Accounting is genuinely challenging for students. This research will be enabling managers of Higher Education Institutions, professors and other educational agents to decide on the best strategies to use in order to increase student involvement in Accounting learning.
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Silva, Rui, Ricardo Rodrigues, and Carmem Leal. "Social Factors Influence on Accounting Students Attitude to Use Games Based Learning." In The Role of Gamification in Software Development Lifecycle. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95430.
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The general objective of this article is to analyze the impacts of a gamified resource created (Accountingame) as learning tools to teach the curricular unit of Accounting. Theory of Planned Behaviour was used to investigate social factors such as Social Influence, Recognition and Reciprocal Benefits, which are predictors of Attitude to use this kind of game like a learning accounting tool. The relevance of this study is due to the lack of empirical studies that analyze the application, viability, and effectiveness of gamified resources in the teaching areas of knowledge, such as Accounting. The game was used by students of Accounting (n = 816) for the first time in the scope of Higher Education in Portugal in the academic year 2018/2019. Results of this research suggest the importance of these resources to increase Attitude, Continued Use Intention and Intention to Word of Mouth related to Games Based Learning as an effective method of support for the learning process of accounting students. We believe that this study can be a contributor to researchers in this area to understand why the study of Accounting is genuinely challenging for students. This research will be enabling managers of Higher Education Institutions, professors and other educational agents to decide on the best strategies to use in order to increase student involvement in Accounting learning.
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Peres, Paula, Sandra Ribeiro, Célia Tavares, Luciana Oliveira, and Manuel Silva. "Sustainable Blended-Learning in HEI." In Advances in Human and Social Aspects of Technology, 302–23. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-519-3.ch015.
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This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.
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Martynova, Ivetta. "PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-17.
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The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.
Conference papers on the topic "Accounting Study and teaching (Higher) Victoria"
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Merello, Paloma, Antonio Barberá, Luis Porcuna, Rubén Porcuna, and Ana Zorio. "Use of Movies in an accounting class as a teaching technique to promote learning about financial reporting and ethical issues." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12888.
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This study presents an innovative experience using movies in an accounting class. The learning experience was found interesting and useful for the learning process in three groups in University XXX. The students voluntarily watched three movies and answered a test for each one, containing questions about the ethical and accounting concepts in the film, as well as their satisfaction with the methodology. Non-parametric tests have been computed to assess if those students that watch a movie obtain a higher exam mark as compared to those that do not follow the methodology, as well as for the other accounting and ethical questions. Our results show that there is a particular film that evidences a significant effect on the final exam mark for more questions than the other films. In general, the results are valuable as they show that students get engaged with this methodology and this can help students to improve their exam result.
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Rachfall, Thomas, and Soeren Dressler. "Improved learning performance based on a flipped classroom concept – a case study." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2660.
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Aim of the research was to improve effectiveness of university education. With the use of new digital tools the learning processes in many different disciplines have been enhanced. However, the traditional class room training can hardly be replaced entirely as the students’ motivation drops with less direct interaction with the instructor. Hence small private online courses are more successful than massive online education. The authors have developed a sophisticated flipped classroom learning approach incorporating various digital tools ranging from different kinds of videos to a class response system combined with class room lectures. The case of the course introduction to management accounting at the University of Applied Sciences Berlin is been presented to demonstrate the usefulness of the flipped classroom concept. An empirical analysis confirms that the students’ acceptance is highest if various methods of teaching are been applied. In particular relying on digital tools only is seen as ineffective and of less value. Eventually, based on the analysis and classroom observations improvement opportunities have been derived in order to further increase the learning performance.
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Golnabi, Amir H., Eileen Murray, and Haiyan Su. "Effects of course coordination and part-time precalculus instructor support on student academic performance." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11079.
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This study aims to measure the impact of course coordination and part-time Precalculus instructor support on students academic performance. Our results show the Precalculus passing rate (71.53%) was slightly higher in the post-coordination cohorts. However, this difference was not statistically significant from the passing rate (70.70%) of the cohorts in pre-coordination. Also, there was no significant difference between the passing rates (66.90% vs 65.25%) of calculus in the pre- and post-coordination cohorts. However, when accounting for the two versions of calculus, we observed one passing rate was statistically significantly lower in post-coordination cohorts, while the other passing rate was statistically significantly higher after Precalculus coordination. This paper discusses how our results confirm that a careful curriculum design in addition to a dedicated course coordination can have a significant positive impact on students’ learning and their academic performance. We observed that the reflective teaching philosophy and opportunity to engage in critical conversations about teaching and learning promoted through course coordination influenced classroom practice and resulted in improved student outcomes. We recommend that departments should recognize the importance of course coordination and encourage faculty to work closely towards the common aim of delivering the best teaching practices.
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Oleksandr, Osaulenko, Volodymyr Panteleiev, and Yakiv Karchev. "Statistical literacy in Ukraine: problems and developments." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17701.
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This poster summarizes the current state of affairs in the Ukrainian system of statistical education and prospects for its development. Ukrainian higher educational institutions teaching economics have trained statistics throughout the study period - both within a general mathematical curriculum (probability theory, mathematical statistics, econometrics, etc.) and as part of vocational training for various economic specialties. Thanks to such features, statistical education is an integral part of training financiers, accountants, auditors, managers, etc. Ukraine has made significant achievements in training specialists in statistics. Lately, ties between higher education institutions and main employers (official statistics and business) have been strengthened, including students' internships in the offices of employers, lectures by leading specialists, and more modern curricula such as ESTP and EMOS. The center for contemporary statistical education of Ukraine is the National Academy of Statistics, Accounting and Audit, whose main mission is the training of highly qualified personnel, primarily for the needs of official statistics, in accordance with international recommendations and educational standards in this field. To implement the program “Learning throughout life”, the Academy has developed training programs for continuous statistical education (retraining and second higher education), popularization of the profession, and a statistical literacy manual for general education schools. The Government of Ukraine has also initiated the creation of a International Statistical Institute for the countries of Eastern Europe, the Caucasus and Central Asia, on the basis of the Academy, as another training center.
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Zorio-Grima, Ana, and Paloma Merello. "Explanatory factors of student performance in online tests for the continuous assessment: Is attendance really important?" In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8128.
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In the European Higher Education Area, the educational model focuses on the student and the role of Information and Communication Technologies is crucial for the learning and teaching process. This study identifies the characteristics of the students according to their performance in the online tests carried out in a subject of Financial Accounting in the groups taught in English of the Degrees of Business Administration and Economics in a University from XXX. The objectives of this study are to explore the determining factors for student performance in online tests. Several analyses are carried out for all the marks and for a separated sample considering only the tests where the mark is at least good- i.e. the best or the second best grade in the national grading system. Among other intersting findings, our study evidences that attendance is a determining factor for the performance in each test if we take the whole group of students, but it is not significant for the students achieving better grades. This evidence has important implications as regards making attendance compulsory to benefit from the continuous assessment system.
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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.
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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.
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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.
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Buzzetto-More, Nicole, and Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.
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Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.