E-learning in accounting education: the influence of students’ characteristics on their engagement and performance

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

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Contingency E-Learning for Accounting: Effective Communication in the New Normal Era

GATR Journal of Accounting and Finance Review (AFR) Vol. 4 (4) Oct-Dec 2019 - GATR Accounting and Finance Review ◽

10.35609/afr.2021.6.3(3) ◽

2021 ◽

Vol 6 (3) ◽

pp. 137-154

Author(s):

Syaiful Hifni ◽

Akhmad Sayudi ◽

Rano Wijaya ◽

Moh Yamin

Keyword(s):

Learning Outcomes ◽

Teaching Methods ◽

Effective Communication ◽

Regulatory Compliance ◽

Structural Equations ◽

Accounting Education ◽

New Normal ◽

Self Interest ◽

E Learning

Objective - The purpose of this research article is to examine the structural aspects of the contingent variables from the user side and the provider side of e-learning in accounting education and to explore and develop insights on how it can be applied to the changing ways of communication today in the new normal era. Methodology/Technique – We conducted research on e-learning users through 359 (three hundred and fifty nine) students majoring in accounting by using path analysis to obtain measurement results from 2 (two) structural equations. Findings - From the expectations of students as users of e-learning, it showed, first, there are no significance from relevant learning-teaching methods, students self-interest, outcome- based education (OBE) curriculum base, towards implementation of contingency e-learning . Otherwise, engagement within regulatory compliance as the only variable that can be used as an antecedent to predict the implementation of contingency e-learning. Second, relevant learning - teaching methods, and OBE curriculum base play a role in predicting the achievement of learning outcomes effectiveness. Novelty - This research provides insight and contribution to support the accounting education process that takes place in the new normal era after the Covid-19 crisis. Effective communication leads to the achievement of effective learning outcomes. This is explained by the role of engagement within regulatory compliance from students towards contingency e-learning in the accounting department as well as with the role of relevant teaching and learning, and the role of OBE curriculum as new insights from the facts of this research. Type of Paper: Empirical. JEL Classification: Keywords: Accounting E-Learning; Effectiveness of Learning Outcomes; Engagement of Regulatory Compliance; Learning Teaching Method; OBE Curriculum Base; Student Self Interest

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Challenges to Use Recommender Systems to Enhance Meta-Cognitive Functioning in Online Learners

Data Mining ◽

10.4018/978-1-4666-2455-9.ch099 ◽

2013 ◽

pp. 1916-1935

Author(s):

Mingming Zhou ◽

Yabo Xu

Keyword(s):

Learning Environment ◽

Cognitive Skills ◽

Cognitive Activity ◽

Cognitive Strategies ◽

Monitoring And Control ◽

Online Learners ◽

Data Mining Algorithms ◽

E Learning ◽

And Performance ◽

Mining Algorithms

A wealth of research has shown that meta-cognition plays a crucial role in the promotion of effective school learning. In most of the e-learning environment designs, however, meta-cognitive strategies have generally been neglected, and therefore, satisfactory uses of these strategies have rarely been realized. Most learners are not even aware of what they have been studying. If the learning system could automatically guide and intelligently recommend learning activities or strategies to facilitate student monitoring and control of their learning, it would favor and improve their learning process and performance. Unfortunately, nearly no e-learning systems to date have attempted to do so. In this chapter, we first described the need for enhancing meta-cognitive skills in e-learning environment, followed by an outline of major challenges for meta-cognitive activity recommendations. We then proposed to adopt data mining algorithms (i.e., content-based and sequence-based recommendation techniques) to meet the identified issues with a toy example.

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Cross-Cultural Differences in Perceptions of E-Learning Usability

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch102 ◽

2010 ◽

pp. 1497-1517

Author(s):

Panagiotis Zaharias

Keyword(s):

Empirical Studies ◽

Cultural Perspective ◽

Learning Context ◽

Cultural Considerations ◽

Cross Cultural Differences ◽

Systems Research ◽

Information Systems Research ◽

E Learning ◽

South Eastern Europe ◽

And Performance

E-learning is gaining momentum in corporate settings as an alternative and supplementary solution to learning and performance problems. Users of e-learning applications and courses differ across regional, linguistic, and country boundaries and user requirements are strongly influenced by their local cultural perspective. Thus e-learning design needs to be sensitive to cultural parameters. Yet, there are very few empirical studies that investigate e-learningdesign and usability issues from a cultural perspective. This study: (a) discusses the cultural considerations in human computer interaction and information systems research and the specificities of usability in e-learning context, (b) focuses on the usability evaluation of e-learning courses within an international e-learning pilot initiative. Employees from four user organizations representing four countries in South Eastern Europe participated as users of the e-learning courses and evaluated their usability.

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A Comparative Study on E-Note-Taking

Encyclopedia of Artificial Intelligence ◽

10.4018/978-1-59904-849-9.ch052 ◽

2011 ◽

pp. 337-343

Author(s):

Shaista Rashid ◽

Dimitris Rigas

Keyword(s):

Semantic Analysis ◽

Classroom Interaction ◽

Social Changes ◽

Note Taking ◽

The Social ◽

E Learning ◽

And Performance ◽

And Storage ◽

Traditional Manner ◽

Incremental Process

In all walks of life individuals are involved in a cumulative and incremental process of knowledge acquisition. This involves the accessing, processing and understanding of information which can be gained through many different forms. These include, deliberate means by picking up a book or passive by listening to someone. The content of knowledge is translated by individuals and often recorded by the skill of note-taking, which differs in method from one person to another. This article presents an investigation into the techniques to take notes including the most popular Cornell method. A comparative analysis with the Outlining and Mapping methods are carried out stating strengths and weaknesses of each in terms of simplicity, usefulness and effectiveness. The processes of developing such skills are not easy or straightforward and performance is much influenced by cognition. Therefore, such associations regarding cognitive conceptions involve the exploration into note-taking processes encoding and storage, attention and concentration, memory and other stimuli factors such as multimedia. The social changes within education from the traditional manner of study to electronic are being adapted by institutes. This change varies from computerising a sub-component of learning to simulating an entire lecture environment. This has enabled students to explore academia more conveniently however, is still arguable about its feasibility. The article discusses the underlying pedagogical principles, deriving instructions for the development of an e-learning environment. Furthermore, embarking on Tablet PC’s to replace the blackboard in combination with annotation applications is investigated. Semantic analysis into the paradigm shift in e-learning and knowledge management replacing classroom interaction presents its potential in the learning domain. The article concludes with ideas for the design and development of an electronic note-taking platform.

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Perceptions in Computer-Supported Collaborative Learning

Advances in Information Resources Management - Innovative Technologies for Information Resources Management ◽

10.4018/978-1-59904-570-2.ch011 ◽

2011 ◽

pp. 182-199

Author(s):

Yingqin Zhong ◽

John Lim

Keyword(s):

Collaborative Learning ◽

Cultural Diversity ◽

Negative Relationship ◽

Learning Technology ◽

Computer Supported Collaborative Learning ◽

Research Attention ◽

Homogeneous Groups ◽

E Learning ◽

And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

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Research on Cultural Factors in Global E-Learning

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch259 ◽

2011 ◽

pp. 1758-1765

Author(s):

Donald Stepich ◽

Seung Youn (Yonnie) Chyung ◽

Allison Smith-Hobbs

Keyword(s):

Global Economy ◽

Cultural Dimensions ◽

Web Page ◽

Large Numbers ◽

Learning Programs ◽

E Learning ◽

Traditional Classroom Instruction ◽

And Performance ◽

And Training ◽

Theoretical Overview

Simply put, e-learning refers to Internet-based learning. E-learning can take place by reading a piece of information, such as a Web page, or completing a package of instruction, both of which are designed to impact learning and performance (Rosenberg, 2000). E-learning has rapidly gained momentum, especially in large international companies, due to the globalization of business. Businesses in the current global economy need to provide fast-changing information to large numbers of employees and customers at dispersed locations more efficiently than ever (Rosenberg, 2000). Although traditional classroom instruction is still the primary mode for delivering training (Sugrue, 2003), e-learning enables the delivery of content to global locations in a timely manner (Hartley, 2001). Although e-learning promises learning opportunities for anyone, anytime, and anywhere, reliably producing successful learning outcomes is a challenge. Unfortunately, e-learning programs often suffer high dropout rates (Wang, Foucar-Szocki, Griffin, O’Connor, & Sceiford, 2003). There are various reasons for this, but with e-learning, “the lack of cultural adaptation is a leading reason why e-learning fails to work” (Dunn & Marinetti, n.d.). This article addresses e-learning as a method for both education and training in a global economy, and it questions how e-learning can effectively reach a multicultural audience. It provides a theoretical overview of various cultural dimensions, and addresses the importance of considering multicultural factors and strategies in the design of e-learning.

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