scholarly journals Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills

2021 ◽  
Vol 14 (2) ◽  
pp. 67-92
Author(s):  
Noor Adwa Sulaiman ◽  
Suhaily Shahimi ◽  
Zarina Zakaria
Keyword(s):  
Teaching Methods ◽  
Design Methodology ◽  
Teaching Method ◽  
Soft Skills ◽  
Public University ◽  
Accounting Students ◽  
Minimal Impact ◽  
Hybrid Teaching ◽  
Modelling Procedure ◽  
Research Findings

Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.

scholarly journals ‘This Isn’t My Expectation’: Excel in Auditing

2021 ◽  
Vol 14 (1) ◽  
pp. 87-112
Author(s):  
Diana Tien Irafahmi ◽  
P John Williams
Keyword(s):  
Design Methodology ◽  
Course Design ◽  
Public University ◽  
Accounting Education ◽  
Policy Implications ◽  
Accounting Students ◽  
Rapid Adaptation ◽  
Theoretical Contribution ◽  
Research Findings ◽  
Group Interviews

Manuscript type: Research paper Research aims: This study examines the perceptions of undergraduate accounting students about the use of Excel in an auditing course. Design/Methodology/Approach: A qualitative interview design is employed in this study. A total of 20 participants shared their perceptions in three group interviews. Their statements were analysed using thematic analysis. Research findings: Themes of agility and undesirability appeared central to the experience of Excel usage in auditing. The agility theme refers to students’ rapid adaptation to the use of Excel for auditing purposes. The undesirability theme deals with students’ expectations of using software beyond Excel. Theoretical contribution/Originality: This study generated an understanding of expectations around technology from the perspective of accounting students, which is rarely examined. For students, the future of the accounting and auditing profession relies on up-to-date technologies, and universities should provide experiences in accessing and learning to use such technologies in accounting education. Practitioner/Policy implications: The findings of this study provide an understanding for accounting educators and higher education institutions about the expectations of students related to the type of technology that must be covered in accounting curricula. Research limitations: This study collected data from only one public university in Indonesia. Students’ perceptions in this institution may not be the same as those in other institutions. Caution must be taken when generalising and interpreting the findings to other institutions.

scholarly journals SOME METHODS OF EXPERIENCE-BASED LEARNING FOR STUDENTS SPECIALIZED IN MECHANICAL ENGINEERING

2019 ◽  
Vol 1 (2) ◽  
pp. 186-193
Author(s):  
Minh Tan Tang ◽  
Tuan Van Phan
Keyword(s):  
Teaching Methods ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Soft Skills ◽  
Practical Experience ◽  
Creative Potential ◽  
Experience Based Learning ◽  
New Knowledge ◽  
Practical Capacity

The paper generally presents about integrating soft skills into teaching by using experience-based teaching method. This method is the process in which the teacher plays the roles of organizing, guiding, orienting and implementing activities with learners, helping learners to find new knowledge, values and capabilities. That new knowledge and capacity continue to be verified in the process of experiencing reality, solving tasks posed by teacher, and then sharing the knowledge that has just been acquired with their friends and lecturer. Therefore, learners will be more receptive. Through the article, the authors would like to share teaching methods via practical experience in teaching specialized subjects of Mechanical Engineering to help students have more opportunities to experience, to apply the knowledge into reality, thence, forming skills and practical capacity as well as promoting the creative potential of the learners themselves.

Developing soft skills (also known as pervasive skills)

2016 ◽  
Vol 24 (3) ◽  
pp. 368-389 ◽  
Author(s):  
Herman Albertus Viviers ◽  
Jacobus Paulus Fouché ◽  
Gerda Marié Reitsma
Keyword(s):  
Time Management ◽  
Teaching Method ◽  
Soft Skills ◽  
Educational Game ◽  
Accounting Students ◽  
Mixed Method Research ◽  
Ethical Awareness ◽  
Full Spectrum ◽  
Innovative Teaching ◽  
Content Type

Purpose The purpose of this paper is to evaluate the usefulness of an educational game to develop soft skills (also known as pervasive skills), from the perspectives of three groups of role-players (student participants, student committee members and employer companies). The game was designed to provide students with the opportunity to develop soft skills and to determine whether students applied the pervasive skills required by the South African Institute of Chartered Accountants. Design/methodology/approach Action research was conducted according to a parallel convergent mixed-method research design. Both qualitative and quantitative data were gathered using questionnaires and focus group interviews to determine the usefulness of the educational game. Findings All three groups perceived the educational game to be effective in requiring students to apply the full spectrum of soft/pervasive skills. Although all the pervasive skills were perceived to be present in the game, teamwork, communication (listening and verbal) and time management skills were perceived to be most prominent, while written communication, professionalism and ethical awareness were found to be less prominent. Overall, this game can be recommended as an effective and innovative teaching method that can positively contribute to the pervasive skills development of accounting students. Originality/value The need to deliver well-rounded accounting graduates demonstrating core technical and soft skills (or pervasive skills and competencies) calls for new and innovative teaching methods. Accounting educators and programmes are continuously challenged regarding which methods to apply to meet these outcomes and substantiate their usefulness.

Ṭuruq Ta’līm Kutub at-Turāṡ fi al-Ma’had al-Islāmī at-Taqlīdī al-Madīnah ad-Dīniyyah Aceh Dār al-Hudā Paloh Gadeng Syimāliyyah

2018 ◽  
Vol 7 (2) ◽  
pp. 262-291
Author(s):  
Syahrizal Syahrizal
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Islamic School ◽  
Advantages And Disadvantages ◽  
School Based ◽  
Technological Advances ◽  
Method Book ◽  
Research Findings ◽  
The Times

This paper describes the method used by the teacher in teaching the book of monotheism, the obstacles faced by the teacher and the solution, finding the weaknesses and strengths of the teaching method, and knowing the possibility of developing the teaching method of the book in Darul Huda Paloh Gadeng North Aceh traditional Islamic School. Based on the results of field research using interview, observation and documentation techniques, the research findings are the methods used by the teacher in the teaching of the books al-'aqīdah al-islāmiyah, tījan ad-durari, and hud hudi in general, namely the method of reading, translation, lecture, question and answer, repetition, and conclusion. The teacher's constraints in the use of teaching methods in each book of monotheism are different. This is due to differences in the ability of students to learn the teaching of the book al-'Aqīdah al-Islāmiyah, Tījan ad-Durari, and Hud Hudi. Those differences have their own advantages and disadvantages. The methods of teaching the tauhid book in the traditional Islamic School in Aceh still need development and renewal in accordance with the times and technological advances. Keywords: Teaching Method, Book of Tawheed, Traditional Islamic School Darul Huda Paloh Gadeng

Using case studies to transfer soft skills (also known as pervasive skills)

2016 ◽  
Vol 24 (3) ◽  
pp. 458-474 ◽  
Author(s):  
Monique Keevy
Keyword(s):  
Case Studies ◽  
South African ◽  
Teaching Methods ◽  
Design Methodology ◽  
Soft Skills ◽  
Use Case ◽  
Content Type ◽  
Alternative Teaching ◽  
Technical Teaching ◽  
Insight Into

Purpose The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students. Design/methodology/approach An electronically administered questionnaire was sent to South African accounting academics. Findings Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods. Originality/value This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.

scholarly journals Preferensi Metode Mengajar Dosen terhadap Sikap, Motivasi dan Minat Berwirausaha Mahasiswa Akuntansi Universitas Prima Indonesia

Owner ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 140-151
Author(s):  
Tina Novianti Sitanggang ◽  
Faathir Nurul Yasiin
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Accounting Students ◽  
Primary Data ◽  
Significant Positive Effect ◽  
Independent Variables ◽  
The Third ◽  
Entrepreneurial Knowledge ◽  
The Relationship ◽  
Positive Effect

This study aims to analyze the effect of lecturer teaching methods on the Attitudes, Motivation, and Entrepreneurial Interests of Accounting Students at Prima Indonesia University. This study uses primary data, namely by distributing questionnaires to 2015/2016 accounting students who have taken entrepreneurship courses with a sample of 236 students taken using the Slovin formula. This study was analyzed using SPSS. The result of the research is that simultaneously from the third variable independent of the dependent variable Y (Entrepreneurial Interest) is 0.549 x 100% = 54.9%. In other words, 54.9% of Entrepreneurial Interest can be expressed by the 3 independent variables (Entrepreneurial Knowledge, Attitudes, and Motivation). Partially the 3 independent variables have a significant positive effect on Entrepreneurial Interest. The lecturer teaching method is proven as a variable that has a significant effect on the relationship between the independent variables and the dependent variable.

scholarly journals Project-Based Learning on the Topic of Aromatic Wax Production

2021 ◽  
Vol 8 (4) ◽  
pp. 395-407
Author(s):  
Nguyen Ngoc Giang
Keyword(s):  
Teaching Methods ◽  
Positive Attitude ◽  
Teaching Method ◽  
Collaborative Teaching ◽  
Project Based Learning ◽  
Five Factors ◽  
Research Findings ◽  
Wax Production ◽  
Specific Project ◽  
Successful Teaching

Project-based learning is one of the most effective and successful teaching methods for STEM topics. Project-based teaching is an open-ended teaching method that helps teachers stimulate students’ initiative and teamwork skills and promote creativity. Of the interdisciplinary STEM topics, teaching students how to produce aromatic wax proved an interesting topic, causing excitement to students. Through collaborative teaching, this research has shown that students are very interested in learning to produce aromatic wax. The research results also show that there are five factors that greatly affect project-based teaching: (1) Teachers must split the class into groups to implement projects effectively; (2) Topics must be attractive and motivate students to appreciate, explore and produce STEM products; (3) Students must have a positive attitude, unafraid of encountering difficulties and challenges in completing STEM tasks; (4) Students must be competent to implement STEM products; (5) Students must be facilitated by their school and their parents to complete the STEM tasks. The research findings have important implications for proposing a specific project-based learning curriculum on the STEM topic of aromatic wax production.

scholarly journals Research on the teaching effect evaluation system of "mixed teaching" from the perspective of educational ecology

2019 ◽  
Vol 8 (2) ◽  
pp. 36
Author(s):  
Yang Liu
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Teaching Method ◽  
Effect Evaluation ◽  
Good Teaching ◽  
Teaching Process ◽  
Teaching Reform ◽  
Hybrid Teaching ◽  
Teachers And Students ◽  
Educational Ecology

<p>With the continuous deepening of education and teaching reform, new teaching methods are gradually derived. The effective application of hybrid teaching method in the teaching process has achieved good teaching effect and is accepted by the majority of teachers and students. This teaching method involves many aspects of content, and the introduction of the concept of educational ecology makes the teaching effect evaluation system of "mixed teaching" more targeted and effective. Based on the concept of educational ecology, this paper discusses the teaching effect evaluation system of "mixed teaching", hoping to solve the problems in the teaching process and establish a more suitable learning effect evaluation system.</p>

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

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