ADEPT Learning Cycles Enhance Intermediate Accounting Student Learning Success

2008 ◽  
Vol 23 (2) ◽  
pp. 161-182 ◽  
Author(s):  
Craig D. Shoulders ◽  
Sam A. Hicks
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Financial Accounting ◽  
Course Evaluations ◽  
Learning Cycle ◽  
Superior Performance ◽  
Learning Success ◽  
Approach To Teaching

This paper describes an approach to teaching intermediate financial accounting employing testing as a teaching and learning tool, not just an assessment tool. Using exams in an analysis-of-diagnostic-exam-driven teaching and learning cycle (ADEPT Learning Cycle), students received feedback on their proficiency on selected topics. The instructor used the results to direct students on corrective steps to resolve deficiencies and to direct targeted, immediate one-on-one tutoring as needed. Students had to complete each diagnostic exam successfully (80 percent grade) before interim exams. The study reports better student performance in Intermediate I for ADEPT students. Student satisfaction indicated on course evaluations also was extremely high. Further, the study reports superior performance in Intermediate II by Intermediate I ADEPT students compared to other Intermediate I students. Finally, 100 percent of “pre-Intermediate I” accounting majors in the ADEPT approach class completed accounting degrees compared to less than 80 percent of other “pre-Intermediate I” accounting majors.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

Systematically Investigating Instructor Impact on Student Satisfaction in Graduate Programs

2017 ◽  
pp. 200-214
Author(s):  
Megan G. Adams
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Small Sample Size ◽  
Graduate Level ◽  
Evidence Based Practices ◽  
Instructor Satisfaction ◽  
And Performance

The purpose of this chapter is to investigate how flexibility impacts student performance and satisfaction in a graduate level course. This example explores how much flexibility can be incorporated without compromising instructor satisfaction. The purpose of the study was to investigate whether student satisfaction and performance increased when the instructor in a graduate level teacher education course increased flexibility in discussion grouping and format and in grading and revisions. The goals of the study were to increase student satisfaction and performance in a graduate level reading education course in a college of education. This was a pilot case study using the Scholarship of Teaching and Learning (SoTL) as a lens. Data collection included survey, focus groups, and interview. A small sample size was used to suit the needs of a pilot, qualitative case study. This work is important for teacher educators as they make decisions about the amount of flexibility they are comfortable incorporating into their courses as well as to model evidence based practices for teachers.

Does Using Clickers in the Classroom Matter to Student Performance and Satisfaction When Taking the Introductory Financial Accounting Course?

2011 ◽  
Vol 26 (4) ◽  
pp. 701-723 ◽  
Author(s):  
Ronald F. Premuroso ◽  
Lei Tong ◽  
Teresa K. Beed
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Experimental Situation ◽  
Data Availability ◽  
Financial Accounting ◽  
Audience Response ◽  
Immediate Feedback ◽  
Technology In The Classroom ◽  
Introductory Course ◽  
Traditional Classroom Teaching

ABSTRACT Teaching and student success in the classroom involve incorporating various sound pedagogy and technologies that improve and enhance student learning and understanding. Before entering their major field of study, business and accounting majors generally must take a rigorous introductory course in financial accounting. Technological innovations utilized in the classroom to teach this course include Audience Response Systems (ARS), whereby the instructor poses questions related to the course material to students who each respond by using a clicker and receiving immediate feedback. In a highly controlled experimental situation, we find significant improvements in the overall student examination performance when teaching this course using clickers as compared to traditional classroom teaching techniques. Finally, using a survey at the end of the introductory financial accounting course taught with the use of clickers, we add to the growing literature supporting student satisfaction with use of this type of technology in the classroom. As universities look for ways to restrain operating costs without compromising the pedagogy of core requirement classes such as the introductory financial accounting course, our results should be of interest to educators, administrators, and student retention offices, as well as to the developers and manufacturers of these classroom support technologies. Data Availability: Contact the first author for the data used in this study.

scholarly journals Learning by coding: A sociocultural approach to teaching web development in higher education

2019 ◽  
Vol 25 (3) ◽  
pp. 1759-1783
Author(s):  
Montathar Faraon ◽  
Kari Rönkkö ◽  
Mikael Wiberg ◽  
Robert Ramberg
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Teaching And Learning ◽  
Course Evaluations ◽  
Viable Alternative ◽  
Web Development ◽  
Explicit Attitudes ◽  
Learner Centered ◽  
Sociocultural Approach ◽  
Approach To Teaching

AbstractAs information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students’ explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

scholarly journals Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110152
Author(s):  
Deoksoon Kim ◽  
Stanton Wortham ◽  
Katrina Borowiec ◽  
Drina Kei Yatsu ◽  
Samantha Ha ◽  
...  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Well Being ◽  
College Faculty ◽  
Course Evaluations ◽  
Teaching Approaches ◽  
Subject Analysis ◽  
Whole Person ◽  
Approach To Teaching

The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals 136 Reflections on the foundational scientific knowledge of undergraduate animal science students: a three-year study

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 79-79
Author(s):  
Lauren R Thomas ◽  
Jeremy G Powell ◽  
Elizabeth B Kegley ◽  
Kathleen Jogan
Keyword(s):  
Student Performance ◽  
Scientific Knowledge ◽  
Assessment Tool ◽  
Undergraduate Teaching ◽  
Experimental Unit ◽  
Student Knowledge ◽  
Animal Science ◽  
Muscle Foods ◽  
Assessment Scores ◽  
Percentage Points

Abstract In 2015, the University of Arkansas Department of Animal Science developed a strategy for assessing student-learning outcomes within its undergraduate teaching program. The first recognized outcome states that students will demonstrate foundational scientific knowledge in the general animal science disciplines of physiology, genetics, nutrition, muscle foods, and production animal management. Subsequently, a 58-item assessment tool was developed for direct assessment of student knowledge—focusing primarily on freshmen and senior students. Over the past 3 academic calendar years, 381 students (196 freshmen, 48 sophomores, 19 juniors, 113 seniors, 5 graduates) were assessed, either during an introduction to animal science course or by appointment with outgoing seniors majoring in animal science. Scores were categorized using demographic data collected at the beginning of the assessment tool. Comparison categories included academic class, major, and general student background (rural or urban). Data analysis were performed using the Glimmix procedure of SAS, with student serving as the experimental unit and significance set at P ≤ 0.05. Generally speaking, animal science majors performed better (P < 0.01) than students from other majors, and students with a rural background performed better (P < 0.01) than their urban-backgrounded peers. Overall, senior assessment scores averaged 23-percentage points greater (P < 0.01) than freshmen assessment scores, and the average scores for freshmen and seniors were 43% and 66% respectively. In regards to student performance within each discipline, there was an average improvement of 24 percentage points between freshmen and seniors in all of the measured disciplines except for muscle foods, which only saw a 10-percentage point improvement between the two classes. While the overall improvement in scores is indicative of increased student knowledge, the department would like to see greater improvement in all discipline scores for seniors majoring in animal science.

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