Classroom exercises with technology and communication skills: students’ perceptions

2019 ◽  
Vol 12 (1) ◽  
pp. 2-13 ◽  
Author(s):  
Marie Elaine Gioiosa ◽  
Katherine Kinkela
Keyword(s):  
Communication Skills ◽  
Design Methodology ◽  
Oral Communication ◽  
Accounting Students ◽  
Positive Perception ◽  
Content Type ◽  
Course Content ◽  
Use Of Technology ◽  
Communications Skills ◽  
Technology And Communication

Purpose Selecting the appropriate type of technology to incorporate in the classroom to promote comfort with professional uses of technology is important. In addition, the use of technology and good oral communication skills are valued by prospective employers. Students are stakeholders in their education, so it is important to obtain their perceptions. The purpose of this study was to obtain students’ perceptions about active learning exercises which were created to promote comfort with professional uses of technology and oral communication skills. Design/methodology/approach Six accounting classes were asked to complete a survey which assessed various classroom exercises that included the use of technology and oral communication skills while learning course content. Findings Overall, the students had a positive perception about the classroom exercises. Originality/value Few studies have evaluated the students’ perception of using the iternet to assist in the learning process. None have assessed the students’ perceptions as to whether those exercises have improved their comfort with technology. In addition, past studies are greater than 15 years old, and much has changed in technology and the internet. The literature has provided studies on the communications skills required of accounting students but does not study the students’ perceptions of exercises trying to improve their skills. In addition, the exercises included in this study are generalizable and can be applied to other subject matter.

scholarly journals Going virtual with practical chemistry amidst the COVID-19 pandemic lockdown: significance, constraints and implications for future

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lahiru A. Wijenayaka ◽  
Sithy S. Iqbal
Keyword(s):  
Design Methodology ◽  
Course Delivery ◽  
Online Course ◽  
Technology In Education ◽  
Content Type ◽  
Education Assessment ◽  
Course Content ◽  
Use Of Technology ◽  
Learner Perception ◽  
Physical Interactions

PurposeAlthough technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online.Design/methodology/approachHere, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource.FindingsIn total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future.Research limitations/implicationsThe prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool.Originality/valueOnline course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

Academic use of smartphones by university students: a developing country perspective

2016 ◽  
Vol 34 (4) ◽  
pp. 651-665 ◽  
Author(s):  
Md. Emran Hossain ◽  
S.M. Zabed Ahmed
Keyword(s):  
University Students ◽  
Design Methodology ◽  
Positive Perception ◽  
Academic Variables ◽  
Content Type ◽  
Academic Characteristics ◽  
Place Of Origin ◽  
Smartphone Use ◽  
Parametric Analyses ◽  
First Time

Purpose This paper aims to investigate the use of smartphones for academic purposes by students at Dhaka University, the top-ranked university in Bangladesh. Design/methodology/approach Students currently using smartphones answered a questionnaire survey, which focused on whether or not students used smartphones for academic works and, if so, for what purposes they used them and their opinion on the advantages of using smartphones for academic purposes. Descriptive statistics were used to analyze demographic and academic characteristics of the students in relation to their smartphone usage. Non-parametric analyses were performed using Mann–Whitney and Kruskal–Wallis tests to compare between students’ demographic and academic variables and their opinion on the advantages of academic use of smartphones. Findings The findings indicate that a vast majority of university students used smartphones for academic purposes. They, on average and across the board, had a positive perception toward academic use of smartphones. Although there were some differences in terms of gender, age, place of origin and duration of smartphone use, these differences were largely due to fact that a smartphone is a relatively new addition to the life of most students who participated in this study. Originality/value Research investigating the academic use of smartphones in the perspective of developing countries is virtually non-existent. This is the first time an effort has been made to examine the use of smartphones by a large sample of university students in Bangladesh.

What is the host community perception of slum tourism in Colombia?

2019 ◽  
Vol 11 (2) ◽  
pp. 140-146
Author(s):  
María Dolores Herrero Amo ◽  
Chandana (Chandi) Jayawardena ◽  
Salomé Laloum Gaultier
Keyword(s):  
Qualitative Study ◽  
Design Methodology ◽  
Local Community ◽  
Host Community ◽  
Community Perception ◽  
Positive Perception ◽  
Structured Interviews ◽  
Content Type ◽  
Slum Tourism ◽  
Research Questions

Purpose This paper aims to find answers to two research questions: What is the perception of the Moravia community on tourism in their neighbourhood? What are the conditions under which they can accept slum tourism? Design/methodology/approach The foundation of this paper was laid during a field trip to Medellin, Colombia, in March 2018. More than three weeks were spent in the neighbourhood of Moravia, one of Medellin’s “barrios” or slums, where a qualitative study was led. Semi-structured interviews with the local community were done around the neighbourhood. Findings The main finding of this research is the positive perception of slum tourism within the Moravia community. The researchers found that the locals are proud when outsiders visit to see their neighbourhood. The locals felt that, it breaks the prejudice surrounding their homes, and tourists are seen as spokespeople for the barrio. There are visible improvements made to the barrio owing to tourism. This research drew attention to the conditions under which this type of tourism can be accepted in the neighbourhood: community participation, interaction between hosts and tourists, education and respect of tourists and the visible improvements to the neighbourhood. Originality/value Slum tourism is an understudied topic in Colombia, especially in Medellin. By researching on the host perception on slum tourism, this paper contributes to literature on slum tourism from a new angle.

Cheating behaviour among accounting students: some Malaysian evidence

2016 ◽  
Vol 29 (1) ◽  
pp. 20-33 ◽  
Author(s):  
Suhaiza Ismail ◽  
Salwa Hana Yussof
Keyword(s):  
Social Sciences ◽  
Standard Deviation ◽  
Academic Dishonesty ◽  
Questionnaire Survey ◽  
Design Methodology ◽  
Accounting Students ◽  
Content Type ◽  
The Social ◽  
Males And Females

Purpose This study aims to examine the cheating behaviour among accounting students in terms of the extent of neutralization of cheating and the effectiveness of deterrents to cheating of cheaters and non-cheaters. It also aims to examine the differences in the cheating behaviour between males and females of cheaters and non-cheaters groups. Design/methodology/approach Using a questionnaire survey on academic dishonesty developed by Haines et al. (1986) which was administered to accounting students, 435 usable responses were obtained and analysed using Statistical Package for the Social Sciences. In achieving the objectives, mean score, standard deviation and independent sample t-tests were performed. Findings The results on the extent of cheating neutralization revealed that cheaters have significantly greater excuses to cheat than the non-cheaters. In addition, males have greater neutralization for cheating than females. In terms of the effectiveness of the deterrent to cheating measures, there were significant differences between cheaters and non-cheaters on the effectiveness of two deterrents to cheating measures. The comparison between males and females reveals significant differences between the two genders for cheating neutralization as well as the three cheating deterrents for both cheaters and non-cheaters groups. Originality/value The present study does not only investigate the differences in the cheating behaviour between cheaters and non-cheaters in terms of neutralization and deterrents to cheating but also provides evidence on the cheating attitude based on gender.

Approaches to supervising work-based learning students’ workplace research

2014 ◽  
Vol 4 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Jon Talbot ◽  
Andy Lilley
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Research Projects ◽  
Content Type ◽  
Use Of Technology ◽  
Contextual Framework ◽  
E Learning ◽  
The Uk ◽  
Practical Implications

Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

Explaining tourist behavioral loyalty toward mobile apps

2019 ◽  
Vol 10 (3) ◽  
pp. 415-430
Author(s):  
José-Alberto Castañeda ◽  
María-José Martínez-Heredia ◽  
Miguel-Ángel Rodríguez-Molina
Keyword(s):  
Design Methodology ◽  
Mobile Apps ◽  
Cost Benefit ◽  
Internet Access ◽  
Mobile App ◽  
Unified Theory ◽  
Content Type ◽  
Behavioral Loyalty ◽  
Use Of Technology ◽  
Continued Use

Purpose The overall tourist experience is changing because of the development of mobile devices, ubiquitous internet access and applications (apps) designed specifically for tourism. The aim of this study is to identify the determinants of continued use and recommendation of such apps (loyalty), framed within the unified theory of acceptance and use of technology (UTAUT2) model, considering innate user traits (innovativeness) and one of the principal attributes of mobile phones (portability). Design/methodology/approach The sample comprised 285 Spanish tourists who owned a smartphone and were using some kind of mobile app in connection with their stay. Findings The results show that the UTAUT2 model is effective in explaining loyalty toward tourism apps and that its variables mediate the effect of user and mobile device characteristics. Research limitations/implications To ensure continued use of a tourism app, it should possess the following core attributes: deliver a positive cost–benefit trade-off, be fun to use, provide up-to-date and useful information and generate a degree of dependency in the user. Originality/value The present research is particularly relevant because of its focus on the use of apps during the stay, given that most of the extant literature centers on previous stages (such as service booking).

Behind the scenes: spotlight on the entrepreneurship educator

2020 ◽  
Vol 62 (3) ◽  
pp. 255-270 ◽  
Author(s):  
Birgitte Wraae ◽  
Andreas Walmsley
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Limited Attention ◽  
Content Type ◽  
Course Content ◽  
Dialogic Relationships ◽  
University Colleges ◽  
Depth Interviews ◽  
Insight Into

PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.FindingsIllustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.Research limitations/implicationsProvides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).Originality/valueResearch on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.

Undergraduate accounting students: prepared for the workplace?

2015 ◽  
Vol 8 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Jane Towers-Clark
Keyword(s):  
Student Perceptions ◽  
Career Planning ◽  
Oral Communication ◽  
Accounting Students ◽  
Skills Development ◽  
Student Perspective ◽  
Content Type ◽  
Team Working ◽  
Stakeholder Perspective ◽  
Perceived Relevance

Purpose – This paper aims to explore and investigate student perceptions as to what generic skills they considered were important for accountants and to what extent these skills were developed by their programme of study. Design/methodology/approach – Data gathered from 357 UK undergraduate accounting degree graduates were used to develop insights into perceived relevance of current skills development and provided a basis for developments of the programme to better meet student skills development in preparation for them being accountants. Findings – Areas determined as requiring further development within the programme to better meet perceived required skills of accountants are those of team working, oral communication, interpersonal and career planning and interviewing skills. Research limitations/implications – Conclusions drawn are only from a student perspective and do not reflect wider stakeholder perspective. Practical implications – This study sought to understand what skills students perceive could benefit from development within the programme. Social implications – The motivation for this study was to respond to criticism that students on graduation were not achieving desired level of skills that would be important to their chosen field. Originality/value – Further skills including leadership, entrepreneurship and conflict management were skills perceived by students as important for their current employment.

scholarly journals Student experience of oral communication assessment tasks online from a multi-disciplinary trial

2016 ◽  
Vol 58 (2) ◽  
pp. 134-149 ◽  
Author(s):  
Bonnie McBain ◽  
Antony Drew ◽  
Carole James ◽  
Liam Phelan ◽  
Keith M Harris ◽  
...  
Keyword(s):  
Learning Styles ◽  
Communication Skills ◽  
Online Survey ◽  
Tertiary Education ◽  
Student Experience ◽  
Oral Communication ◽  
Content Type ◽  
Communication Assessment ◽  
Assessment Tasks ◽  
Oral Communications

Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.

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