scholarly journals Notes On Accounting Capstone Course Design: Contemporary Issues Versus Case Analysis Enhances Student Interest And Learning

2010 ◽  
Vol 3 (3) ◽  
pp. 59
Author(s):  
Clemense Ehoff, Jr.
Keyword(s):  
Future Study ◽  
Course Design ◽  
Case Analysis ◽  
The Internet ◽  
Course Development ◽  
Student Interest ◽  
Accounting Profession ◽  
Capstone Course ◽  
Capstone Courses ◽  
Research Findings

This paper presents how the Internet can be used to bring contemporary issues into the accounting capstone course to enhance student interest and learning.  While existing cases have been reviewed and structured, they focus on issues that may not be at the forefront of the items currently under examination and/or debate by the accounting profession.  Based on course development and delivery experience at a major Eastern University, the benefits and drawbacks of using the Internet to select contemporary accounting issues are presented and compared to existing research findings as a basis for future study.   While the focus of this paper is on accounting capstone courses, the concepts and techniques presented can be applied to capstone courses in other disciplines.

scholarly journals Accounting Capstone Course Design: Using The Internet To Modernize A Graduate Accounting Capstone Course

2011 ◽  
Vol 5 (1) ◽  
pp. 67-74
Author(s):  
Diane S. Bloom ◽  
Clemense Ehoff Jr.
Keyword(s):  
Future Study ◽  
Course Design ◽  
The Internet ◽  
Student Interest ◽  
Capstone Course ◽  
Course Content ◽  
Capstone Courses

This second paper describes how the Internet was used to modernize a graduate accounting capstone course to enhance student interest and learning, and is an extension of an earlier paper that examined a similar approach with an undergraduate accounting capstone course. Course content was developed from contemporary issues and cases obtained from the Internet. Benefits, drawbacks, and feedback from students who completed the updated course are presented as a basis for future study. The concepts and techniques presented in this analysis can easily be applied to capstone courses in other disciplines.

scholarly journals The Potential of Capstone Learning Experiences in addressing perceived Shortcomings in LLB Training in South Africa

2017 ◽  
Vol 17 (4) ◽  
pp. 1390
Author(s):  
Geo Quinot ◽  
SP Van Tonder
Keyword(s):  
South Africa ◽  
Curriculum Design ◽  
Course Design ◽  
Legal Education ◽  
Learning Experiences ◽  
The United States ◽  
Design Element ◽  
Holistic View ◽  
Capstone Course ◽  
Capstone Courses

Current debates about legal education in South Africa have revealed the perception that the LLB curriculum does not adequately integrate various outcomes, in particular outcomes relating to the development of skills in communication, problem solving, ethics, and in general a holistic view of the law in practice. One mechanism that has been mooted as a potential remedy to this situation is capstone courses, which will consolidate and integrate the four years of study in the final year and build a bridge to the world of practice. A literature review on capstone courses and learning experiences (collectively referred to as capstones) indicates that these curriculum devices as modes of instruction offer particular pedagogical advantages. These include inculcating a strong perception of coherence across the curriculum and hence discipline in students, providing the opportunity for students to reflect on their learning during the course of the entire programme, creating an opportunity to engage with the complexity of law and legal practice, and guiding students through the transition from university to professional identity. An empirical analysis of the modes of instruction used in LLB curricula at 13 South African law faculties/schools indicates that there are six categories of existing modules or learning experiences that already exhibit elements of capstone-course design. These are clinics, internships, moots, research projects, topical capstones and capstone assessment. A further comparative study into foreign law curricula in especially Australia and the United States of America reveals four further noteworthy approaches to capstone-course design, namely problem-based learning, the virtual office, conferences and remedies courses. The empirical study suggests that capstones indeed hold the potential as learning experiences to address some of the challenges facing legal education in South Africa but that further development of this curriculum-design element is required.

Capstone experiences in small MPA programs in the United States

2016 ◽  
Vol 35 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Younhee Kim
Keyword(s):  
United States ◽  
Public Administration ◽  
The United States ◽  
Directed Group ◽  
Capstone Course ◽  
Knowledge And Skills ◽  
Paper Model ◽  
Capstone Courses ◽  
Pilot Experience ◽  
Quasi Experimental

A capstone experience, as an exit degree requirement, allows Master of Public Administration (MPA) students to build quasi-experimental practices by applying learned knowledge and skills throughout their curriculum in the United States. Accredited MPA programs have implemented their capstone courses differently to achieve required standards. Small programs have faced more challenges in organizational capacities than big programs. Although no consensus on standard capstone course components has been made, this study intends to discuss feasible capstone formats for small programs by reviewing the relatively small accredited MPA programs. The majority of the comparable programs have adopted the professional paper model with different course structures. In response to the program reviews and the pilot experience, three components are suggested to redesign a capstone course for small programs: faculty-directed; group-based; and project-focused. The capstone pilot experience has confirmed that ownership by the involvement of many faculty and external inputs in designing the course is critical to implement successful capstone experiences for small programs.

scholarly journals An Investigation into Students’ Agentic Engagement in Online English Listening Learning

2020 ◽  
Vol 11 (3) ◽  
pp. 409
Author(s):  
Yanxiu Dong ◽  
Suli Liu
Keyword(s):  
Course Design ◽  
Current Situation ◽  
Comprehensive Review ◽  
Learning Platform ◽  
English Majors ◽  
English Major ◽  
E Learning ◽  
Research Findings ◽  
Low Motivation

This paper provides a comprehensive review on the current situation of non-English major students’ agentic engagement in online English listening course. The paper aims to investigate students’ low motivation in doing their online listening homework. Paper questionnaires and SPSS 22.0 were used to analyze the results. 46 freshmen and 43 sophomores of non-English majors participated in this research. It has been found that the agentic engagement of non-English majors is low and freshmen’s average agentic engagement is higher than sophomores’. Besides, it doesn’t have significant correlations with students’ scores in online weekly tasks. The research findings indicate the importance of raising teachers’ awareness of student agentic engagement, and a more effective e-learning platform is required. At last, with the results of this investigation, the current study provides some suggestions for future English listening course design.

scholarly journals When Copyright is Wrong

2021 ◽  
Author(s):  
William Urquhart
Keyword(s):  
Detection System ◽  
Copyright Infringement ◽  
Modern Technology ◽  
User Generated Content ◽  
The Internet ◽  
Fair Dealing ◽  
Media Companies ◽  
Detection Systems ◽  
Research Findings ◽  
Controversial Area

While copyright legally protects the ownership of created works, fair dealing with copyrighted content has become a problematic topic with the rise of user-generated content. User-generated content can be easily produced with modern technology and shared on the internet. This has resulted in websites having complicated processes for dealing with copyrighted content and many have introduced automated copyright detection systems to limit their liabilities of copyright infringement. Since automated copyright detection systems have been introduced, they have fundamentally changed the way copyright infringement is managed online. However, a problem arises with automated copyright detection systems as they are incapable of detecting fair dealing. Fair dealing is a provision under New Zealand’s Copyright Act 1994 that allows the use of copyrighted content in certain cases. Consequently, this has turned into a controversial area between content creators and copyright holders as most user-generated content usually contains copyrighted content. Copyright laws also favour mass media companies as they control significant copyright properties, and this plays a key role in the economy. For this reason, copyright genuinely tends to focus on the rights of copyright holders and not so much for users of copyrighted content. Furthermore, New Zealand's Copyright Act 1994 has not been updated since 2011 and has become unsuitable for modern forms of creation on the internet. This research portfolio investigates the problematic issues concerning New Zealand’s Copyright Act 1994 with its application to user-generated content and YouTube’s automated copyright detection system called ‘Content ID’. To express research findings, this research portfolio contains a user-generated documentary and several other proposed methods of bypassing Content ID.

scholarly journals Using visualisation software to improve student approaches to HE online assessment

2017 ◽  
Vol 4 (1) ◽  
pp. 1-6
Author(s):  
David Smith ◽  
M. Aslm Qayyum ◽  
Natascha Hard
Keyword(s):  
Information Search ◽  
Relevant Information ◽  
The Internet ◽  
Online Assessment ◽  
Internet Studies ◽  
Learning Assessments ◽  
Information Tools ◽  
Common Activity ◽  
Research Findings ◽  
Subject Material

Abstract Studying via the Internet using information tools is a common activity for students in higher education. With students accessing their subject material via the Internet, studies have shown that students have difficulty understanding the complete purpose of an assessment which leads to poor information search practices. The selection of relevant information for particular learning assessments is the topic of this paper as it describes a case study that focuses on the information tool use of a small group of participants and is a continuation of similar research studies. The study and discussed research findings point to the benefit of students use of a visualisation tool to provide relevant learning cues and to transition to improved engagement with online assessment.

Using Games to Enhance Student Understanding of Professional and Ethical Responsibilities

2004 ◽  
Vol 19 (1) ◽  
pp. 85-99 ◽  
Author(s):  
M. Elizabeth Haywood ◽  
Dorothy A. McMullen ◽  
Donald E. Wygal
Keyword(s):  
Learning Process ◽  
Public Trust ◽  
Student Understanding ◽  
Student Feedback ◽  
Student Interest ◽  
Accounting Profession ◽  
Traditional Lecture ◽  
Corporate Scandals ◽  
Alternative Approach ◽  
Ethical Responsibilities

Given recent corporate scandals, the credibility of the accounting profession has been called into question. In order to restore public trust, accounting educators need to devise ways to convey the importance of ethics in our profession to our students. An alternative approach to using a traditional lecture to teach ethics is to use games. The purpose of this paper is to introduce a game strategy to teach ethics and professionalism to students. Using games makes learning more fun and also helps to maintain student interest and involvement in the learning process. Student feedback has been positive and encouraging on the use of this format to teach ethics and professional responsibilities.

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

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