Engaging with Text: The Effectiveness of Content Literacy and Active Learning Strategies in Online Introductory Accounting Courses

Rachel Raskin

doi:10.24018/ejedu.2021.2.3.100

Engaging with Text: The Effectiveness of Content Literacy and Active Learning Strategies in Online Introductory Accounting Courses

European Journal of Education and Pedagogy ◽

10.24018/ejedu.2021.2.3.100 ◽

2021 ◽

Vol 2 (3) ◽

pp. 164-170

Author(s):

Rachel Raskin

Keyword(s):

Learning Strategies ◽

Higher Order Thinking ◽

Literacy Skills ◽

Reading Assessments ◽

Language And Literacy ◽

Literacy Strategies ◽

Active Reading ◽

Introductory Accounting ◽

Accounting Courses ◽

Active Learning Strategies

Language and literacy are innate to learning. The accounting language is technical and specific, and students must become literate in the discipline to be able to critically read and understand accounting text and apply their knowledge. Introductory accounting courses are typically difficult for students, who struggle to simply pass the course. Students memorize the concepts but cannot internalize the information. Lack of active reading and literacy skills hinders higher order thinking needed to solve problems. The study discussed in this paper involves two fully online introductory accounting courses where one of the courses is taught leveraging literacy strategies (experimental course) and the other without literacy instruction (control course). Initial and final reading assessments are implemented in both courses and the results demonstrate an overall greater improvement in students’ comprehension, analysis, context and evaluation skills in the experimental class.

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Language learning strategies and teaching practices in adult L2 education

Apples - Journal of Applied Language Studies ◽

10.17011/apples/urn.201907063590 ◽

2019 ◽

Vol 13 (3) ◽

pp. 17-34

Author(s):

Annika Shaswar ◽

Åsa Wedin

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Education ◽

Research Programme ◽

Literacy Skills ◽

Language And Literacy ◽

Language Learning Strategies ◽

Second Language Education ◽

The Individual

This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.

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Contributions of Neuroscience Knowledge to Teachers and Their Practice

The Neuroscientist ◽

10.1177/1073858419835447 ◽

2019 ◽

Vol 25 (5) ◽

pp. 394-407 ◽

Cited By ~ 3

Author(s):

Janet M. Dubinsky ◽

S. Selcen Guzey ◽

Marc S. Schwartz ◽

Gillian Roehrig ◽

Carrie MacNabb ◽

...

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Science Teachers ◽

Brain Function ◽

Teacher Educators ◽

Higher Order Thinking ◽

Learner Centered ◽

Analysis And Synthesis ◽

Active Learning Strategies ◽

Teacher Professional

While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.

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Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

Proceedings of the International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018) ◽

10.2991/aptekindo-18.2018.20 ◽

2018 ◽

Author(s):

Ita Romadhoni ◽

Luthfiyah Nurlaela

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills ◽

Millennial Students ◽

Active Learning Strategies

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Assessing Language and Literacy Skills of School-Aged Children

Perspectives on School-Based Issues ◽

10.1044/sbi9.2.66 ◽

2008 ◽

Vol 9 (2) ◽

pp. 66-70

Author(s):

Jennifer Walz Garrett

Keyword(s):

Literacy Skills ◽

Assessment Tools ◽

Treatment Goals ◽

Miscue Analysis ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Assessment Procedures ◽

Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

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