scholarly journals The Experience of Deep Learning by Accounting Students in a University Accounting Course

2021 ◽  
Author(s):  
◽  
Martin Craig Turner
Keyword(s):  
Deep Learning ◽  
Intrinsic Motivation ◽  
Creative Thinking ◽  
Cognitive Effort ◽  
Accounting Students ◽  
Teacher Student ◽  
Education Theory ◽  
Psychology Literature ◽  
Student Relationship ◽  
High Level

<p>Higher education in accounting faces a challenge to shift its emphasis from reproducing technical knowledge to developing personal capabilities such as critical thinking, creative thinking, problem-solving, communication and teamwork. The educational psychology literature suggests students will not make the cognitive effort to develop personal capabilities unless they frrst experience a deep approach to learning; and the experience of high-level relevance structure, high-level conception of learning and intrinsic motivation strongly support deep learning. This study examines how accounting students can be supported to experience high-level relevance structure, high-level conception of learning, intrinsic motivation and deep learning in the context of a university accounting course. Phenomenography is used to study the experience of learning of students in a third year undergraduate accounting course into which an integrated set of interventions involving Assessment, Teamwork, Teacher-Student Relationship and Instruction was introduced. An assignment in five stages and five session preparation assignments, supplemented with a focus group and surveys of students, identified and captured the ways students experience key aspects of how they learn. A key fmding of this study is that it is possible to transform the design and delivery of a single university course to support a large proportion of students to experience change in how they learn accounting (and, in particular, to experience deep learning) through the careful adaptation of education theory. An implication of this study is the need to support students to experience change in how they learn in frrst year courses to enable them to develop personal capabilities in their later university studies.</p>

scholarly journals The Experience of Deep Learning by Accounting Students in a University Accounting Course

2021 ◽  
Author(s):  
◽  
Martin Craig Turner
Keyword(s):  
Deep Learning ◽  
Intrinsic Motivation ◽  
Creative Thinking ◽  
Cognitive Effort ◽  
Accounting Students ◽  
Teacher Student ◽  
Education Theory ◽  
Psychology Literature ◽  
Student Relationship ◽  
High Level

<p>Higher education in accounting faces a challenge to shift its emphasis from reproducing technical knowledge to developing personal capabilities such as critical thinking, creative thinking, problem-solving, communication and teamwork. The educational psychology literature suggests students will not make the cognitive effort to develop personal capabilities unless they frrst experience a deep approach to learning; and the experience of high-level relevance structure, high-level conception of learning and intrinsic motivation strongly support deep learning. This study examines how accounting students can be supported to experience high-level relevance structure, high-level conception of learning, intrinsic motivation and deep learning in the context of a university accounting course. Phenomenography is used to study the experience of learning of students in a third year undergraduate accounting course into which an integrated set of interventions involving Assessment, Teamwork, Teacher-Student Relationship and Instruction was introduced. An assignment in five stages and five session preparation assignments, supplemented with a focus group and surveys of students, identified and captured the ways students experience key aspects of how they learn. A key fmding of this study is that it is possible to transform the design and delivery of a single university course to support a large proportion of students to experience change in how they learn accounting (and, in particular, to experience deep learning) through the careful adaptation of education theory. An implication of this study is the need to support students to experience change in how they learn in frrst year courses to enable them to develop personal capabilities in their later university studies.</p>

scholarly journals METHODOLOGICAL CULTURE OF THE UNIVERSITY TEACHER AS A COMPONENT OF IT’S PROFESSIONAL AND PEDAGOGICAL CULTURE: FORMULATION OF THE PROBLEM

2021 ◽  
Vol 1 (194) ◽  
pp. 208-213
Author(s):  
Nadia Kaida ◽  
◽  
Nataliia Pasyk-Kosarieva ◽  
Antonina Rozum ◽  
◽  
...  
Keyword(s):  
Interpersonal Communication ◽  
Creative Thinking ◽  
Professional Training ◽  
Active Role ◽  
Communication Process ◽  
Successful Implementation ◽  
Higher Education System ◽  
Teacher Student ◽  
High Level ◽  
The University

The article focuses on the problem of forming of the university teacher’s methodological culture. Modernization and reorganization of the national higher education system requires teachers who have deep professional and methodological knowledge, have a high level of formation of methodological culture, have an active professional position and a creative style of activity. The analysis of approaches of scientists concerning essence of methodological culture is implemented. The author's position on the interrelation and interdependence of the formed high level of teacher’s methodological culture and the teacher’s readiness to carry out it’s methodological activity at a high level is substantiated. The formation of the methodological culture of freelance teachers involves the content of professional training of future teachers on the formation of values necessary for interactive teaching and the appropriate orientation of the individual, self-improvement, self-determination, and at the same time focuses on innovative experience for successful implementation as, in particular, methodological activities. and in general the professional pedagogical activity of the teacher. In the methodical activity of the teacher of ZVO it can be reflected in real practice of professional preparation of students: new methods of teaching, new ways of diagnostics of quality of training of students, development and use in initial process of author's methodical products, etc. Also, formed at a high level methodological culture of the teacher will be reflected in pedagogical communication in the system «teacher - student (students)», for example, in finding new communication tasks, new means of activating interpersonal communication of students during classes, new forms of student communication. process of group work, pedagogical interaction of the teacher with students on the basis of co-creation and commonwealth. In the personal sphere it is shown in definition by the teacher of individual ways of the professional development, construction of the program of self-improvement. As a result, the teacher, basing his practical activity on the basis of creative thinking, creative approach to teaching, self-improvement, begins to play an active role in regulating their professional activities.

scholarly journals El clima social en centros educativos: Percepción del profesorado de Educación Secundaria Obligatoria de la Comunidad de Madrid

2018 ◽  
Vol 37 (1) ◽  
pp. 231-250 ◽  
Author(s):  
Jesús Miguel Rodríguez-Mantilla ◽  
Judit Ruiz-Lázaro
Keyword(s):  
Interpersonal Relationships ◽  
Teaching Experience ◽  
Social Climate ◽  
Years Of Experience ◽  
Teacher Student ◽  
The Social ◽  
Teacher Student Relationship ◽  
Medium Level ◽  
Student Relationship ◽  
High Level

El clima social en los centros educativos ejerce un papel importante para los alumnos (en su desarrollo académico, el respeto y la confianza, entre otros aspectos) y para los profesores (en su desempeño docente, sentimiento de realización, autoconcepto, capacidad de afrontamiento, etc.). Ante esta realidad, el presente trabajo tiene como objetivo fundamental analizar la percepción que el profesorado de Educación Secundaria Obligatoria tiene sobre el clima de centro donde trabaja. Para ello, se ha realizado un estudio de tipo no experimental, aplicando un cuestionario –que evalúa las relaciones interpersonales del profesorado con sus alumnos, compañeros y superiores– a 1,092 docentes de la Comunidad de Madrid. Se analizaron las posibles diferencias en la percepción del clima de centro en función de variables propias del profesor (edad, sexo, años de experiencia, tipo de asignatura, etc.) y del centro donde trabaja (titularidad y zona). Los resultados ponen de manifiesto que los sujetos perciben, en términos generales, un clima adecuado (mostrando un nivel medio en la Relación Profesor-Alumnos y un nivel medio-alto en su relación con Compañeros y Superiores). Se han encontrado diferencias significativas en función de la zona y el tipo de centro (siendo los profesores de centros privados y concertados los que perciben una mejor reacción con alumnos y compañeros) y los años de experiencia docente de los profesores (siendo los de menos de 5 años de experiencia los que perciben un clima menos positivo con sus alumnos), entre otros. The social climate in schools plays an important role for students (in their academic development, respect, trust and among other aspects) and for teachers (in their teaching performance, sense of accomplishment, self-concept, coping ability, etc.). Faced with this reality, the aim of this study is to analyze the perception that the teachers of compulsory secondary education have about the climate of the center where they work. To this end, a non-experimental study has been carried out by applying a questionnaire to 1,092 teachers from the community of Madrid which evaluates the interpersonal relationships of the teachers with their students, colleagues and superiors. The possible differences in the perception of the social climate were analyzed according to the variables of the teachers (age, sex, years of experience, type of subject, etc.) and the center where they work (ownership and area). The results show that the teachers perceive, in general, an adequate climate (showing a medium level in the Teacher-Student Relationship and a medium-high level in their relationship with Colleagues and Superiors). Significant differences have been found in terms of the area and the type of center (the teachers of private and subsidized centers who perceive a better reaction with students and classmates) and the years of teaching experience of the professors (those with 5 years of experience or less who perceive a less positive climate with their students), among others.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

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