Competition in Monopoly

2020 ◽  
Vol 16 (3) ◽  
pp. 70-91
Author(s):  
Vijayakumar Bharathi S. ◽  
Mugdha Shailendra Kulkarni
Keyword(s):  
Learning Experience ◽  
Educational Background ◽  
Financial Statement ◽  
Traditional Teaching ◽  
Information Technology Management ◽  
Research Article ◽  
Teaching Learning ◽  
Management Students ◽  
The Impact ◽  
Structured Questionnaire

This research article investigates the impact of using a Monopoly Board Game (MBG) in the teaching-learning process of financial statement analysis (FSA) to information technology management students, who earlier had little or no finance or accounting prior educational background. The subjects were students (N=159) in an Indian University. The study; first, narrated the process of administering MBG; second, quantitatively analyzed the learning experience through a structured questionnaire to validate the research objectives. The study resulted in the creation of three factor-clusters namely cognizance, collaboration, and enthusiasm which impacted students' MBG learning experience over the traditional teaching-learning methods. Results showed that factors relating to cognizance are more impacting than collaboration and enthusiasm. In the future, this research can be extended to advanced finance courses and can be integrated with relevant educational theories that underpin teaching-learning processes in higher education to other disciplines.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

Teaching Competencies of Pre-Service Spanish Language Teachers through the ECO method

2021 ◽  
pp. 516-535
Author(s):  
Lucas-Oliva Inés ◽  
García-Jiménez Jesús ◽  
Torres-Gordillo Juan-Jesús
Keyword(s):  
Design Thinking ◽  
Learning Experience ◽  
Educational Background ◽  
Demographic Characteristics ◽  
Spanish Language ◽  
Language Teachers ◽  
Teaching Competencies ◽  
Challenge Based Learning ◽  
Before And After ◽  
Teaching Learning

Developing the teaching competencies of pre-service Spanish Language and Literature teachers is one of the current demands in higher education. A teaching-learning experience has been developed through the ECO method (Explore, Create, Offer), which is an innovative methodology inspired by Human Centred Design, Design Thinking, and challenge-based learning. The aim of the study was twofold: a) to check whether pre-service teachers perceive that their teaching competencies have improved after this experience; b) to find out the relationships between their perception of the different competencies and certain socio-demographic characteristics. A Likert-type questionnaire on teaching competencies before and after the experience was conducted. 92 participants took part in the pre-test and 66 in the post-test. The results show an improvement in the perception of their competencies at the end of the experience and high levels of motivation throughout the course. These improvements occurred regardless of socio-demographic characteristics such as age or educational background. It is concluded that the ECO method favours the acquisition of competencies, fosters motivation, and offers equal learning opportunities, thus fulfilling the democratising function of the university.

scholarly journals Digital Inequity Survey to the Teachers of St. Aloysius Academy of Dasmariñas: A Basis for Digital Trust and Intuition

2020 ◽  
Vol 3 (12) ◽  
pp. 226-232
Author(s):  
Crisanto E. Avila
Keyword(s):  
Digital Technology ◽  
Social Economic ◽  
Teaching Profession ◽  
Survey Questionnaire ◽  
Digital Inequality ◽  
New Normal ◽  
Digital Devices ◽  
Research Article ◽  
Teaching Learning ◽  
The Impact

In the field of education, teachers must be technologically abreast especially in time of the COVID-19 Pandemic addressing the demand of the New Normal. To build confidence and capacity in digital teaching-learning, teachers must consider developing their skills in using digital technologies in education and they must also embed the use of digital devices in the teaching-learning practice. In this premise, this research article explains the digital inequality that the teachers are experiencing and its effect on their teaching profession and on establishing among themselves the digital trust and intuition. This study also aimed to answer, “What are the digital equalities do teachers encounter?” Th teachers’ decision for digital trust and intuition is affected by the digital inequalities they are experiencing. This study draws insights from a one-page survey questionnaire to 20 selected teachers of St. Aloysius Academy of Dasmariñas representing the faculty from the 3 departments such as preschool, grade school and high school. The results of this study indicate that teachers of St. Aloysius Academy of Dasmariñas are digitally inclined as manifested by their subscriptions to various digital devices and services. The impact of the digital technology to them in terms of social, economic, political and cultural affects their decision in digital trust and intuition.  Overcoming issues on digital inequality among teachers will lead to digital trust and intuition.  The school, from where the teachers are employed must address the digital inequality by ensuring that all teachers have equal chances in accessing the technology-based teaching devices and by providing them capacity building trainings which are imperative for the demand of the new normal. Teachers must embrace the digital technology in the community and in their workplace and imbibe the digital trust and intuition in education.  

Writing Assessment

2015 ◽  
pp. 327-352
Author(s):  
Farah Bahrouni
Keyword(s):  
Data Analysis ◽  
Academic Writing ◽  
Qualitative Data ◽  
Learning Experience ◽  
Teaching Experience ◽  
Educational Background ◽  
Influential Factors ◽  
Sultan Qaboos University ◽  
General Terms ◽  
The Impact

This chapter reports on the findings of a contextual mixed-method study investigating the factors that influence how teachers at the Language Center (LC) of Sultan Qaboos University, Oman (SQU), assess students' academic writing and the features on which they focus. Results from the quantitative data analysis indicate that the influence of raters' first language (L1) is statistically significant, while the impact of their experience of teaching a particular course is effectively insignificant. Findings from the qualitative data analysis, however, reveal other influential factors, notably teaching experience in general terms, learning experience, educational background, culture, and personality. As for the features teachers focus on while assessing writing, both quantitative and qualitative data analyses show different patterns for the L1 groups involved. Findings from this study could be useful for informing decision makers on the various ways teachers from different L1 and experiential backgrounds assess writing and the constructs they follow.

scholarly journals Learning through weblogs: students' perspective and learning evidences

2021 ◽  
Author(s):  
Claude S. Gagne
Keyword(s):  
Online Survey ◽  
Negative Impact ◽  
Learning Experience ◽  
Information Technology Management ◽  
Learning Tools ◽  
Computer Knowledge ◽  
Course Material ◽  
Group A ◽  
Group B ◽  
The Impact

The study reported in this paper examines students' perception of the use of weblogs as learning tools; it also explores evidence of learning within blog postings. Two Ryerson University courses in Information Technology Management that require students to use weblogs are taken as examples. Twenty-two students from these two courses participated in an online survey concerning their blogging experience. The participants had very good computer knowledge - most of them had previous experience using blogs. Most of them thought that building and maintaining a blog was an easy task. However, the research shows that students' perception concerning the use of blogs as educational tools was neutral-students also perceived the impact of using blogs on their ability to learn the course material as neutral. The study shows a lack of clear communication between instructors and students, which could have had a negative impact on students' learning experience. Furthermore, the study indicates that most students perceived the content they posted in a somewhat negative way. A content analysis performed on 22 blogs demonstrates that that the objectives of each course played a significant impact on the evidences of learning apparent in students' blogs. Students in group B demonstrated more evidences of learning then students in group A. Overall, the study shows that the use of blogs as learning tool in university classrooms is promising. Providing students with clear goals, objectives and expectations could help them to build and maintain their blogs in a way that could be more beneficial to their learning experience.

scholarly journals E-Learning Experience of Management Students in B-Schools During COVID-19 Pandemic - A primary Survey

2021 ◽  
Vol 8 (S1-Feb) ◽  
pp. 73-78
Author(s):  
Khazi Mohammed Owais ◽  
Anjali Atipamula
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Experience ◽  
Inductive Reasoning ◽  
Learning And Teaching ◽  
E Learning ◽  
Management Students ◽  
The Impact

This study is aimed to seek online feedback and conduct phonic interviews of Management students in B-Schools regarding their experience with E-learning methods used by their faculty and institutes. COVID-19 has turned the world into an unrecognizable and unthinkable setting. Various sectors have come together to battle this pandemic. Work from home (WFH) has become a norm and, so has studying from home. The purpose of this study is to understand the technology adoption, teaching and learning process, student engagement, and experience towards virtual classrooms during Lockdown due to COVID 19 in Business schools in Electronic City, Bangalore. This study uses inductive reasoning and qualitative research methodology to collect the data from the students of B-Schools who are currently pursuing courses such as PGDM, M.B.A, M.Com, M.C.A, etc. The students are currently in their hometowns across India and attending classes through various online platforms. The focus of this study is to find out the impact of online education on Learning Aspect and Student Engagement during this period. This study also emphasizes on how the current scenario has an impact on policymakers like educationalists, students, and the adoption of technique by faculty in the future. An indistinct study is done on the tactics and strategies that would be implemented in the ongoing pandemic. The current study is limited to the sample frame of around 300 students from business schools in Electronic City, Bangalore, India. Hence, the findings of this study cannot be generalized forentire India. Even though COVID 19 has created cognitive dissonance in students’ and faculties’ minds towards various situations they have faced in their day-to-day life. The learning and teaching have not stopped and are continuing at a fast pace and without any disruption.

scholarly journals ‘Spector - the sustainability inspector’: Participatory teaching, learning and evaluation game for architects, architecture students and pupils

2016 ◽  
Vol 14 (1) ◽  
pp. 1-20
Author(s):  
Marta Brkovic ◽  
Prue Chiles
Keyword(s):  
Secondary School ◽  
Architectural Design ◽  
Learning Experience ◽  
Real Life ◽  
Power Relationships ◽  
Traditional Teaching ◽  
Creative Potential ◽  
Teaching Role ◽  
Life Problems ◽  
Teaching Learning

Architects, whether they are researchers, practitioners or teachers need better and improved tools to enable them communicate more effectively, change power relationships, co-construct knowledge and engage in real life problems. It is this that stimulated us to develop our own tool in the form of a game to contribute to the debate. Architects should be able to use their creative potential to design innovative tools for evaluating architectural design, and its sustainable aspects. By using such tools they may also be able to put themselves in a teaching role and create a learning experience for participants. Our experience from testing the game internationally in two primary and one secondary school with pupils made us believe that games need serious attention and consideration as a useful alternative to traditional teaching and research tools.

scholarly journals Student’s Perceptions Regarding Assessment Changes in a Fluid Mechanics Course

2019 ◽  
Vol 9 (2) ◽  
pp. 152 ◽  
Author(s):  
Teresa Sena-Esteves ◽  
Cristina Morais ◽  
Anabela Guedes ◽  
Isabel Brás Pereira ◽  
Margarida Marques Ribeiro ◽  
...  
Keyword(s):  
Fluid Transport ◽  
Collaborative Work ◽  
Transport Systems ◽  
Learning Assessment ◽  
Traditional Teaching ◽  
Course Content ◽  
Single Moment ◽  
Teaching Learning ◽  
The Impact ◽  
Student's Perceptions

The main objective of this study is to evaluate students’ perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students’ grades and attendance at theoretical classes is also analysed, and the results show that students’ attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students’ intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.

scholarly journals Evaluating the impact of serious games: the effect of gaming on entrepreneurial intent

2016 ◽  
Vol 29 (4) ◽  
pp. 733-749 ◽  
Author(s):  
Robert Newbery ◽  
Jonathan Lean ◽  
Jonathan Moizer
Keyword(s):  
Undergraduate Students ◽  
Serious Games ◽  
Role Model ◽  
Negative Impact ◽  
Learning Experience ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
Quasi Experimental ◽  
Management Students ◽  
The Impact

Purpose Serious games are playing an increasingly significant role across a range of educational contexts. Business focused serious games can provide students with an authentic learning experience and their use has been increasingly taken up by business school faculty, including those delivering entrepreneurship education (EE). The purpose of this paper is to evaluate the impact of participation in a serious business game on the entrepreneurial intent (EI) of undergraduate students. Design/methodology/approach The study adopts a pre-test/post-test quasi-experimental design. It employs a modified version of Linan et al.’s (2011) EI model in the form of a questionnaire survey completed by 263 undergraduate business and management students. Findings A logic regression model was used to analyse the survey responses. The research findings indicate that the serious game used in this study has a significant negative impact on EI. Gender and role model effects are also identified from the analysis. Originality/value The paper contributes to the literature in two ways. First, it demonstrates the impact of serious business games on EI during the enterprise awareness stage of a student’s EE. Second, it provides a foundation for exploring the role that serious games can play in educating the potential entrepreneurs of the future.

scholarly journals Discussion forum rubrics: Using rubrics to enhance and increase project management students' participation in online discussions

2012 ◽  
Vol 2 (2) ◽  
pp. 35 ◽  
Author(s):  
Margaret Ruth Lee ◽  
Deborah S Carstens ◽  
Linda C Malone
Keyword(s):  
Project Management ◽  
Statistical Difference ◽  
Learning Experience ◽  
Discussion Forum ◽  
Online Discussions ◽  
Control Group ◽  
Mba Students ◽  
Management Students ◽  
Online Conversation ◽  
The Impact

This paper examines the impact of using a discussion forum grading rubric to encourage and enhance discussions (posts) in an online introduction to project management course. The study consists of 53 Master of Business Administration (MBA) students enrolled in three sections of the course from October 2010 to May 2011. A control group of 20 students was compared to two experimental groups of 16 and 17 students respectively. The two experimental groups were given the specific grading rubric and instructions designed to encourage online conversation; the control group was not. The results indicate that there was a statistical difference in average postings per student between the two experimental groups and the control group but no statistical difference between the two experimental groups. The results suggest that the use of a rubric specifically designed to engage the student and expand the student's learning experience can increase online classroom participation and, as a consequence, enhance the educational experience for the online project management student and strengthen the university's MBA program.

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