scholarly journals Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

2014 ◽  
Vol 11 (3) ◽  
pp. 43-59
Author(s):  
Patricia O'Keefe ◽  
◽  
Jane H. Rienks ◽  
Bernadette Smith ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Accounting Students ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Use Of Resources ◽  
Unit Design ◽  
Accounting Unit ◽  
Flexible Resource ◽  
Low Levels

This research investigates how students used or “blended” the various learning resources, including people, while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.

scholarly journals Using a VLE to enhance a Foundation Chemistry laboratory module

2006 ◽  
pp. 35-40
Author(s):  
Gareth J Price ◽  
June Chalmers ◽  
Clare Goodfellow
Keyword(s):  
Chemistry Laboratory ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Technical Problems ◽  
Video Clips ◽  
The Past ◽  
Short Video ◽  
E Learning ◽  
The University

For the past few years, we have been experimenting with an e-learning approach to our introductory laboratory classes for first year students. Our overall objective was to maximise students’ useful time in the laboratory. We considered that time spent with students gathered around a desk watching a demonstration is not an efficient use of staff or students’ time.It is well recognised that students’ performance in the laboratory can be enhanced if they are familiar with the background of the experiments which will be conducted, hence the use of ‘pre-labs’. We have been delivering our ‘pre-labs’ electronically by requiring students to work through a package before coming to the laboratory. As well as covering the theory and background to the experiment, short video clips have been included so that students will also have seen the experiment being performed. They should at least recognise the apparatus! The package concludes with a short assessment quiz which must be completed.The packages were mounted on the University network using WebCT and meant that students could undertake the exercises at a time (and place) of their choosing rather than being confined to set laboratory hours.This communication will describe the packages and our experiences as well as an initial evaluation of our approach. Although largely anecdotal, staff felt that they spent less time on more mundane aspects of laboratory work and more time discussing chemistry.Students also felt that they were better prepared for the experiments before they came to the laboratory. Some of the pitfalls and technical problems that had to be overcome willalso be described.

scholarly journals Student Opinion Scale Related to Moodle LMS in an Online Learning Environment: Validity and Reliability Study

2018 ◽  
Vol 12 (4) ◽  
pp. 97 ◽  
Author(s):  
Ezgi Pelin Yildiz ◽  
Murat Tezer ◽  
Huseyin Uzunboylu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Principal Component ◽  
First Year ◽  
Online Learning Environment ◽  
Vocational High School ◽  
Validity And Reliability ◽  
First Year Students ◽  
Arithmetic Average ◽  
Student Opinion

The purpose of this study is to develop a Student Opinion Scale Related to Moodle LMS (Learning Management System) in an Educational Online Learning Environment. For this purpose, a scale form consisting of 34 items was created and then administered to a total of 280 first-year students from various departments of the Near East University Health Services Vocational High School. Rotated principal component analysis was used to obtain information on the validity of the scale. The data was processed using the SPSS 23.0 software package and the results are given as arithmetic average and standard deviation. In this context, it has been determined that the related items for the scale are collected in 6 dimensions, which have been categorized by the researchers as: Proficiency and Motivation"; "Content and Feedback"; "Usability"; "Effectiveness"; "Educational Features" and “Communication". Additionally, the reliability coefficient calculated by Cronbach's alpha for the developed scale is .94. Based on the overall results of the study, student opinion has been found to be positive related to Moodle LMS in an Educational Online Learning Environment.

scholarly journals The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

10.28945/3324 ◽  
2009 ◽  
Author(s):  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Accounting Students ◽  
First Year ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
Use Of Technology ◽  
Introductory Accounting ◽  
Accounting Unit

To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-to-face delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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