scholarly journals Transforming a First-year Accounting Course Using a Blended Learning Pathway

10.28945/4304 ◽  
2019 ◽  
Vol 16 ◽  
pp. 319-342
Author(s):  
Mathews Nkhoma ◽  
Clara A. Nkhoma ◽  
Susan Thomas ◽  
Long Tu Tu ◽  
Nha Quoc Le
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning Experience ◽  
Accounting Students ◽  
First Year ◽  
Learning Design ◽  
Face To Face ◽  
Face To Face Learning

Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

scholarly journals Transforming a First-year Accounting Course Using a Blended Learning Pathway

10.28945/4305 ◽  
2019 ◽  
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning Experience ◽  
Accounting Students ◽  
First Year ◽  
Learning Design ◽  
Face To Face ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

Using the Personal Response Systems to Enhance Student Learning

2006 ◽  
pp. 140-154 ◽  
Author(s):  
Kevin Hinde ◽  
Andrew Hunt
Keyword(s):  
Learning Experience ◽  
First Year ◽  
Lecture Hall ◽  
Face To Face ◽  
Personal Response Systems ◽  
Business Studies ◽  
The Face ◽  
Response Systems ◽  
Face To Face Learning ◽  
Introductory Economics

Recent increases in class size in higher education have focused more attention on the nature of the face-to-face learning experience. This chapter examines how a keypad technology facilitates active learning in the lecture hall using a number of pedagogically proven approaches. We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Interestingly, we find less statistical support for the benefits of using the technology to allow students to respond anonymously, and explore some reasons for this result. Finally, we demonstrate our use of the tool to engage in teaching the Prisoner’s Dilemma game. This forms part of the emerging knowledge on how to teach classroom experiments using keypad technology.

Creative Digital Writing

2021 ◽  
pp. 250-266
Author(s):  
Eda Başak Hancı-Azizoglu ◽  
Nurdan Kavaklı
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning Experience ◽  
Digital Writing ◽  
Writing Practices ◽  
Inclusive Language ◽  
New Knowledge ◽  
Poetic Function

Second language writers can adapt their creative skills to acquire and reflect new knowledge with fewer sophisticated words through more contextual and inclusive language. This process is called using the poetic function of language in a second language. One way to achieve teaching the poetic function of language as part of creative writing activities to second language learners is modeling digital writing in creative and innovative forms. This research study contextualizes a digital, innovative, and culturally sensitive language learning model that will enhance digital natives' learning experience through creative digital writing practices.

scholarly journals Second Language Learners’ Coping Strategy in Conversations with Native Speakers

2012 ◽  
Vol 2 (2) ◽  
pp. 168-183
Author(s):  
Sachiko Terui
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Learning Experience ◽  
Native English Speakers ◽  
English Speakers ◽  
The Many ◽  
Communicative Strategy

One of the many strategies that many international students employ to cope with their lack of English proficiency is to pretend to understand or not to understand the conversational content exchanged with native English speakers. Combining autoethnography and iterative interviews this research explores the pretending behavior profoundly from non-native speakers’ perspectives. During the iterative interviews, six students shared their personal experience specified in pretending behaviors. This study aims at informing the second language learning experience and promoting mutual understanding between native and non-native speakers in multi-lingual and multi-cultural societies. As a result, under the metatheme (Tesch, 1987) of pretending in conversation, pretending as a Communicative Strategy, eleven themes emerged. 

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