Improving Student Satisfaction in a First-Year Undergraduate Accounting Course by Team Learning

2012 ◽  
Vol 27 (1) ◽  
pp. 53-82 ◽  
Author(s):  
Evelien Opdecam ◽  
Patricia Everaert
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Team Learning ◽  
Accounting Education ◽  
First Year ◽  
Learning Condition ◽  
Final Exam ◽  
Traditional Lecture ◽  
Course Experience ◽  
Course Experiences

ABSTRACT This paper discusses student satisfaction and course experiences of first-year undergraduate students in an introductory financial accounting course where team learning was implemented during tutorials. Course experiences and satisfaction, as perceived by students in the team learning condition, were compared to those in a traditional lecture-based control condition. A post-experimental questionnaire, with open and closed-ended questions, was administered. Students reported significantly higher levels of satisfaction in the team learning condition and a more positive course experience compared to students in the lecture-based condition. The increased time spent on accounting in the team learning condition resulted in increased learning, as evidenced by higher grades on the final exam in the team learning condition. An analysis of open-ended questions revealed that both learning conditions fit for particular students. High pre-class preparation was considered a strength of the team learning condition, while the comprehensive explanation by the teacher was the most frequently mentioned advantage of the lecture-based condition. This paper further contributes to the practice of accounting education by illustrating a way to implement team learning in a large undergraduate accounting course.

Physical Physics – Learning and Assessing Light Concepts in a novel way

MRS Advances ◽  
2017 ◽  
Vol 2 (63) ◽  
pp. 3933-3938 ◽  
Author(s):  
Yvonne Kavanagh ◽  
Damien Raftery
Keyword(s):  
Undergraduate Students ◽  
Formal Education ◽  
Materials Science ◽  
First Year ◽  
Traditional Lecture ◽  
Use Of Technology ◽  
Education Environment ◽  
Materials Science And Engineering ◽  
Characterization Of Materials

ABSTRACTPhysics forms a core subject on any Materials Science and Engineering programme. In order to engage first year undergraduate students in the formal education environment, motivating the students is fundamental to ensuring their success. This qualitative study focuses on the use of technology to assess a student’s comprehension of fundamental light phenomena. A knowledge of light phenomena is essential in Materials Science, for the characterization of materials, where electromagnetic (EM) radiation is used as an analytical tool. Using visible light, students can easily see what is happening and when they have to capture digital evidence of the phenomena they focus on the event.Physical Physics a structured guided approach which initially leads the students through the theory and problem solving. It provides the knowledge scaffold the students require to allow them to use their individual creativity to express their understanding. In this case, understanding is captured and assessed by the production of a portfolio of original photographs of Light phenomena taken by the student.In addition to a traditional lecture exposition, Physical Physics takes an active learning approach with authentic assessment designed for deep learning. Students learn about relevant light phenomena in the familiar landscape of their world. The assessment provides opportunities for choice, creativity and reflection. It fosters students’ interest to encourage intrinsic motivation and engagement.This approach has been successfully piloted with first year undergraduate students. Samples of the students’ work is shown. The students interviewed reveal how this approach enhanced their understanding of these Light concepts and changed their perceptions of studying Physics in general.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

10.2196/27441 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e27441
Author(s):  
Sean Tackett ◽  
David Green ◽  
Michael Dyal ◽  
Erin O'Keefe ◽  
Tanya Emmanuelle Thomas ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Experience ◽  
First Year ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Traditional Lecture ◽  
Instructional Videos ◽  
Cardiovascular Systems ◽  
Survey Responses ◽  
Effective Use

Background Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. Objective Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. Methods Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. Results Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P<.001). Conclusions Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

scholarly journals Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study (Preprint)

2021 ◽  
Author(s):  
Sean Tackett ◽  
David Green ◽  
Michael Dyal ◽  
Erin O'Keefe ◽  
Tanya Emmanuelle Thomas ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Experience ◽  
First Year ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Traditional Lecture ◽  
Instructional Videos ◽  
Cardiovascular Systems ◽  
Survey Responses ◽  
Effective Use

BACKGROUND Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. OBJECTIVE Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. METHODS Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. RESULTS Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; <i>P</i>=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; <i>P</i>&lt;.001). CONCLUSIONS Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

Vendikennsla bætir árangur nemenda á lokaprófi í fyrsta árs verkfræðinámskeiði

2019 ◽  
Vol 25 ◽  
pp. 21-37
Author(s):  
Guðmundur V. Oddsson ◽  
Rúnar Unnþórsson
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Evaluation ◽  
First Year ◽  
Traditional Teaching ◽  
Final Exam

The aim of this study was to evaluate what is needed to improve students' understanding of the material taught in a first-year engineering course. Two flipped classroom methods were compared to traditional teaching method – based on lectures. The comparison was based on the students' achievements in the written final exam and student satisfaction with the course based on the annual teaching evaluation. The flipped classroom took place in 2015 and 2016, and the results were compared with a baseline for 10-year traditional teaching set in another study.

scholarly journals Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Dr. Gülgün Afacan Adanır ◽  
Assoc. Prof. Dr. Rita İsmailova ◽  
Prof. Dr. Asan Omuraliev ◽  
Assist. Prof. Dr. Gulshat Muhametjanova
Keyword(s):  
Undergraduate Students ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Individual Development ◽  
Online Course ◽  
First Year ◽  
State University ◽  
Future Planning ◽  
Course Experience ◽  
Effective Use

As online learning is becoming very popular in formal educational settings and in individual development, online exams are starting to be recognized as one of the more efficient assessment methods. Online exams are effective in either blended or traditional forms of learning, and, when appropriately used, bring benefits to both learners and the learning process. However, learners’ perceptions of online exams in developing countries have not been widely studied despite the potential of such research for contributing to more effective use of online exams in these countries. Thus, this study served two purposes. First, it aimed to investigate students’ perceptions of online exams at a state university in Turkey, and at a state university in Kyrgyzstan. Second, the study compared the results. Structured as a mixed study, the research was conducted during the 2018-2019 fall term. The participants were 370 undergraduate students taking first-year courses online. Quantitative data considered learners’ perception scores gathered via a survey, whereas qualitative data considered learners’ opinions in response to an open-ended question. According to the quantitative analysis, learners’ perceptions differed according to gender, major, and prior online course experience variables. In addition, Turkish and Kyrgyz learners differed in that Turkish learners found online exams less stressful and more reliable and fairer than traditional paper-based exams when compared with their Kyrgyz counterparts. The qualitative analysis provided important results for future planning in both institutions.

scholarly journals Student satisfaction with online teaching in times of COVID-19

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
María-Consuelo Sáiz-Manzanares ◽  
Joana Casanova ◽  
José-Alberto Lencastre ◽  
Leandro Almeida ◽  
Luis-Jorge Martín-Antón
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Quantitative Research ◽  
Driving Forces ◽  
Health Science ◽  
First Year ◽  
Social And Economic Development ◽  
E Learning ◽  
Teaching Learning

Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching); (2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge. La Educación Superior es uno de los motores del desarrollo social y económico de los países, teniendo como objetivo último el de facilitar una formación académica de calidad. En la actualidad, los modelos de enseñanza-aprendizaje en entornos virtuales implican retos importantes, específicamente en la actual situación por la COVID-19. Algunos de estos desafíos se abordarán en este estudio. Se trabajó con 225 estudiantes de tercero de grado en titulaciones de Ciencias de la Salud, a lo largo de dos cursos académicos impartidos durante la situación de pandemia. Los objetivos fueron: 1) comprobar si existían diferencias significativas en la satisfacción de los estudiantes con el proceso docente respecto del primer año de pandemia (se aplicó docencia e-Learning) vs. el segundo año (se aplicó docencia b-Learning); 2) comprobar si existían diferencias significativas en los resultados académicos entre ambos grupos. Se realizó una investigación cuantitativa (se utilizó un diseño factorial 2x2, ANOVA y ANCOVA) y otra cualitativa (se utilizó un diseño comparativo con análisis de categorización). Los resultados indican diferencias en algunos aspectos de la satisfacción y en los resultados de aprendizaje, a favor de la docencia en el segundo año. Los estudiantes valoraron positivamente el uso de metodologías activas y de recursos tecnológicos, si bien concluyeron que su uso exigía más tiempo de trabajo. Futuros estudios se dirigirán a contrastar la satisfacción de estudiantes en otras ramas de conocimiento.

scholarly journals Peer-Led Team Learning and Student Success

2021 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Rita Upmacis
Keyword(s):  
Inorganic Chemistry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Team Learning ◽  
Peer Leaders ◽  
Final Exam ◽  
Before And After ◽  
Exam Scores ◽  
Upper Level ◽  
Peer Leader

Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.

scholarly journals Effectiveness of Moodle E-learning for Students Enrolment of GENL 1101 ‘Learning Resources and Skills’ at Asia-Pacific International University

2020 ◽  
Vol 7 (1) ◽  
pp. 1661-1676
Author(s):  
Wongsate Duangjai ◽  
Sairung Rutaikarn
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Asia Pacific ◽  
First Year ◽  
Personal Factors ◽  
Student Responses ◽  
Level Of Satisfaction ◽  
E Learning ◽  
International University

The objectives of this research were 1) to study the level of student satisfaction and learning in the classroom using Moodle e-learning, 2) to compare the differences between personal factors and the effectiveness of teaching and learning through Moodle e-learning, and 3) to apply the results of the study as a guideline for the development of decision-making to choose whether to use the blended learning model using Moodle e-learning. The population and the sample groups were 103 first year undergraduate students at Asia-Pacific International University. Questionnaires were used to elicit student responses. The statistics used in the research were mean, standard deviation (SD), t-test, and one-way ANOVA. The results of this study show that students’ level of satisfaction with teaching and learning in the classroom using Moodle e-learning is at a moderate level. When comparing the differences, it was found that the satisfaction level of the students with different genders and ages with teaching in the classroom using Moodle e-learning is not different. However, it was found that students from different fields of study had different levels of satisfaction with statistically significant level of 0.05. The study showed motivation of learning both in and out of classroom in used of Moodle program in order to benefit the study.

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