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1 – 10 of 21The primary purpose of this study is to introduce a method of using former students’ advice and learning experiences to affect subsequent students’ thoughts and beliefs about…
Abstract
Purpose
The primary purpose of this study is to introduce a method of using former students’ advice and learning experiences to affect subsequent students’ thoughts and beliefs about accounting learning in a positive way thereby improving their academic performance.
Methodology/approach
At the end of Fall 2009, the instructor invited the students to give suggestions to future accounting students about their learning experiences. On the first days of the following three semesters, I showed the feedback to the subsequent students. I recommended that the students read the suggestions after class and throughout the semester when necessary. I also conduct the survey to collect the students’ perceptions on the usefulness of former students’ advice. Analyses are conducted to assess the impact of the students’ advice on class attendance, exam performance, and the dropout rate for the course.
Findings
The results show that former students’ advice and learning experiences can help subsequent students improve class attendance, course performance, and the drop rate.
Social implications
The study provides a useful and easy-to-adopt learning supplement to help students succeed in a course that many students find challenging. The study also gives educators a simple but useful and efficient way to achieve greater student involvement in their learning processes.
Originality/value
To the best of my knowledge, this study is the first to focus on the impact of former students’ advice and learning experience on the following students’ learning performance in accounting education.
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As more courses move to online testing, it is important to understand how it can be used to enhance student learning. Adopting online testing strategies which have been documented…
Abstract
Purpose
As more courses move to online testing, it is important to understand how it can be used to enhance student learning. Adopting online testing strategies which have been documented to be effective (including increasing the frequency of testing, allowing the students to take the test “open book” and allowing the students two opportunities to take each test) may enhance student learning. This study assesses whether adopting these strategies, facilitated by online testing, leads to greater student learning.
Design/methodology/approach
I gathered data from eight sections of an undergraduate auditing course in which students in four sections of the class were tested using six online tests taken by the students outside of class. These six online tests were “open book” and allowed the students two opportunities to take each test. Scores from a common final exam are then compared to those from four sections of the same course where three in-class, traditional paper tests were administered. I also surveyed the online test group to gather information regarding their perceptions of online testing.
Findings
Students in the online group scored significantly higher on the tests and the final exam. Additionally, the online group reported a positive perception about their experience with online testing.
Practical implications
Online testing did not impair students’ learning, and if the testing environment is designed correctly, online testing may increase student learning.
Originality/value
Instructors considering introducing online testing should consider introducing some of the specific strategies and practical implications described in the chapter to increase student learning.
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This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for…
Abstract
This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for the transformation of human resources and technology in the university research libraries. The scenarios offer managerial leaders an opportunity to envision new roles for librarians and staff which brings a much needed focus on the development of human resources as well as a thought-stream to understand decisions which effectively and systematically move the organization toward a strategic vision.
These scenarios also outline possible future directions research libraries could take by focusing on perspectives from library directors, provosts, and administrators for human resources. The four case study scenarios introduce potential future roles for librarians and highlight the unsustainability of the current scholarly communications model as well as uncertain factors related to the political, social, technical, and demographic issues facing campuses. Given the changes institutions face, scenarios allow directors to include more uncertainty when developing and articulating a vision. These scenarios may start a discussion, before a strategic planning process, to sharpen the evaluations and measures necessary to monitor achievements that define the value of the library.
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Evan Ortlieb, Wolfram Verlaan, Earl H. Cheek and Danielle DiMarco
Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this…
Abstract
Purpose
Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.
Design/methodology/approach
Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.
Findings
Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.
Practical implications
Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.
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