scholarly journals Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

2016 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Lin Siew Fong
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Group Process ◽  
Teaching And Learning ◽  
Group Analysis ◽  
Financial Accounting ◽  
Accounting Students ◽  
Effective Learning ◽  
Video Recordings

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals Case Studies: A Brief Introduction and Suggested Guidelines for the Field

2021 ◽  
Vol 3 (1) ◽  
pp. 4-11
Author(s):  
Emma Fleck
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Entrepreneurship Education ◽  
Special Issue ◽  
Good Case ◽  
Traditional Research ◽  
Teaching Cases ◽  
Parent Discipline

Case studies are a common teaching and learning tool within entrepreneurship and its parent discipline, business, as a method of bringing the nuances of realism to complex theoretical problems. However, within the arts entrepreneurship field, they are used less frequently for pedagogical purposes and often with hesitation. Consequently, in this guide to the Case Study Edition, I aim to briefly: provide a rationale for using case studies in arts entrepreneurship education; illustrate what makes a good case study; highlight the mechanics of writing case studies by clearly outlining the expectations of a submission to JAEE for both traditional research cases and teaching cases; summarize the cases within this special issue and highlight why they demonstrate best practice example cases.

Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools

2021 ◽  
Vol 11 (1) ◽  
pp. 109
Author(s):  
Ofori Debrah ◽  
Nasiru Inusah ◽  
Joseph Yaw Dwommor
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Financial Accounting ◽  
Accounting Students ◽  
Quality Factors ◽  
Lesson Delivery ◽  
Quality Dimensions ◽  
Low Performance ◽  
Students Satisfaction

To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

scholarly journals THE IRF EXCHANGE AS A PEDAGOGICAL TOOL: A STUDY OF ESL CLASSROOMS IN POKUASE TOWNSHIP, GHANA

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Charlotte Fofo Lomotey ◽  
Gifty Emma Gyima-Aboagye
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Talk ◽  
Pedagogical Tool ◽  
Effective Learning ◽  
Language Classrooms ◽  
Exchange Structure ◽  
Response Feedback ◽  
English Language Classrooms

<p>The classroom is a place where teachers and their pupils or students engage in interaction in order to promote effective learning. Such interactions can follow different patterns, and one such pattern is the IRF (initiation-response-feedback) exchange structure, developed by Sinclair and Coulthard (1975, 1992). This study examines the use of the IRF exchange pattern as a pedagogical tool in the English language classrooms of some Basic Schools in Pokuase, a town in the Greater Accra Region of Ghana. It investigates the way teachers and pupils initiate, respond to, and provide feedback for effective language acquisition. In order to achieve this objective, a qualitative case study was adopted to analyze 11 hours and 40 minutes of classroom recordings and 100 minutes of interview data. Results regarding the IRF structure show that the various acts within the initiation move included nomination, directing, and prompting; the acts in the response move were replying and reacting, while the acts within the feedback move were acceptance, praise, criticism, and expansion. This result is an indication that there were more initiation and feedback acts than response acts, suggesting the teachers dominated the use of the exchange pattern, leaving the pupils to only provide responses. Results of the teachers’ role indicate that they are engaging in teacher talk as a way of providing explanation, organizing the lesson, and redirecting learners in the interaction. The teachers also provided prompt guidelines by creating conducive environment for the learners to be able to write, read, also provided specific and individual feedback to either correct learners’ language input or to encourage them to learn more. Based on the results, it is argued that teachers, especially at the basic level, should endeavour to employ the use of the IRF pattern because it has the potential to contribute a great deal to ESL teaching and learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

scholarly journals Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach

2018 ◽  
pp. 116-121
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Accounting Students ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this paper is to examine how the Framework-based Teaching (FBT) approach improves the critical thinking skill among accounting students at tertiary education level. This qualitative study is conducted using the Scholarship of Teaching and Learning (SOTL) approach, where reflections from lecturers ‘experience in teaching and learning process are gathered. Data are collected from both accounting lecturers and students who implemented the FBT approach using the inquiry-based learning technique in the financial accounting course. Data are analysed using content analysis. The results from the study indicate that, based on lecturers’ reflection, students are pushed to think in depth in classes using the inquiry based learning of the FBT approach. This is supported by students’ feedback on their own critical thinking ability. Thus, the FBT approach improves the critical thinking skills among accounting students. The implication of this study is the practicability of the FBT approach in teaching financial accounting course at university level in encouraging critical thinking skills.

scholarly journals Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education

2020 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Mika Marsely
Keyword(s):  
Peer Tutoring ◽  
Best Practice ◽  
Learning Strategy ◽  
Educational Institutions ◽  
Research Approach ◽  
Effective Learning ◽  
Descriptive Research ◽  
Depth Interview ◽  
The Social

This study attempts to investigate the use of peer tutoring and to assest the effectiveness of peer tutoring in accounting learning, State Polytechnic of Malang. A descriptive research approach with case study was employed in this research. The information gathered by documentation, observation and in depth interview. The accounting learning was done by the author with apllying same age peer tutoring (co-peer). The findings revealed that peer tutoring is a very effective learning strategy both to tutors and tutees. Tutors feels happy, proud, and satisfied when the lecturers trust them to give the material in front of their friends. Whereas the tutees feel more comfortable because the learning activities has become more relaxed and not strained, the students have been brave to ask more question. Peer tutoring has improve the academic achievement, communication skill, responsibilities, patience, empathy, sympathy, and strengthening the social skills both to tutors and tutees. As we know that these all skills were very needed in the world life. The author suggest that it should be utilized within the premises of the educational institutions. It is a must for polytechnic students to be equipped with such ability given that it has a great impact towards their future career development. The graduates are believed to be able to perform productively in the society with this ability, notwithstanding what contexts they are in. This is to assure that they would be able to function in line with the complex world of today.

scholarly journals Honor's Students as Peer Tutors for Problem-based Learning

HortScience ◽  
1996 ◽  
Vol 31 (4) ◽  
pp. 650b-650
Author(s):  
S. Kitto ◽  
L. Griffiths
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Skills Training ◽  
Peer Tutors ◽  
The Past ◽  
Working Through ◽  
Large Numbers ◽  
Socioeconomic Issues

The course “Biotechnology: Science and Socioeconomic Issues” has used problem-based learning (PBL) during the last quarter of the course for the past 3 years. One of the challenges of using PBL in medium-sized and larger classes is finding a way to facilitate each group of students with a limited number of qualified facilitators while avoiding unmanageably large numbers of students per group. This past year (95F) the course had both a nonhonor's and an honor's section. The honor's section met an additional hour each week to learn about PBL and peer tutoring skills. Training students to be peer tutors was divided up into four parts: 1) the science behind PBL, 2) experience working through a previously developed case study, 3) development of a case study, and 4) peer tutoring case studies in the non-honor's section. We will discuss the process of training students to be effective peer tutors for PBL.

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

Sign in / Sign up

Export Citation Format

Share Document