Search results

The lecture method for management education is discussed. The nature of the method is presented, strengths and weaknesses are summarised, and recommendations for enhancing the effectiveness of lectures through discussion are presented.

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

This paper presents an educational virtual reality (VR) game and experiments with different methods of including it into the teaching process. The purpose of this research study is to discover if immersive VR games can be used as an effective pedagogical tool if blended with traditional lectures by assisting learning gain, memory and knowledge retention while increasing edutainment value.

This research design comprises three different methods of learning: lecture-based involving lecture slides, infographics, and a video, game-based involving an immersive VR game of oil rig exploration, and the combination of lecture and game-based. Participants of each method filled up a questionnaire before and after participation to measure the learning gain, memory, and knowledge retention.

From the predominant findings of the study, the combined method demonstrated a significant increase in learning gain, memory, and knowledge retention and maybe a potentially suitable pedagogical tool.

Limitations of the study include findings based on one VR game with a specific educational topic, additionally, it is suspected that having different participants for each of the three methods may have slightly affected the results, albeit to a limited extent.

Findings of this study will provide evidence that VR games can be used alongside traditional lectures to aid in the learning process. Educators can choose to include VR games into their curriculums to improve the educational delivery process.

This research contributes to ways of incorporating VR games into educational curriculums through findings of this study highlighting the combination of VR games with lectures.

The study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana.

A quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate.

The findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method.

This study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.

The purpose of this paper is to describe a simple approach available to corporate finance instructors to enhance the lecture delivery through the use of “digital ink” and tablet technology, to increase engagement during the lecture and enhance the classroom experience.

The purpose of this paper is to describe a simple approach available to corporate finance instructors to enhance the lecture delivery through the use of “digital ink” and tablet technology, to increase engagement during the lecture and enhance the classroom experience.

Positive student satisfaction was documented with the majority of students finding that the new method of teaching has helped with their learning. While there was no substantial difference in the overall mean exam scores compared to previous teaching periods, there was an improvement in the ability of students to identify and summarise the different theories.

Technology has created both a progress and a decline in helping students learn. The original blackboard method of instruction was considered outdated when PowerPoint presentations became the main method of lecture delivery. However, the ability of instructors to work through problems progressively can be diminished in slide presentations. This paper shows how technology has facilitated a shift back towards the original “chalk and talk” method of lecture delivery, where the “chalk” has been replaced with “digital ink” in an attempt to reinvigorate slide presentations and actively engage students more during the lecture.

The purpose of this research is to provide a framework in which new data quality dimensions are defined. The new dimensions provide new metrics for the assessment of lecture video indexing. As lecture video indexing involves various steps, the proposed framework containing new dimensions, introduces new integrated approach for evaluating an indexing method or algorithm from the beginning to the end.

The emphasis in this study is on the fifth step of design science research methodology (DSRM), known as evaluation. That is, the methods that are developed in the field of lecture video indexing as an artifact, should be evaluated from different aspects. In this research, nine dimensions of data quality including accuracy, value-added, relevancy, completeness, appropriate amount of data, concise, consistency, interpretability and accessibility have been redefined based on previous studies and nominal group technique (NGT).

The proposed dimensions are implemented as new metrics to evaluate a newly developed lecture video indexing algorithm, LVTIA and numerical values have been obtained based on the proposed definitions for each dimension. In addition, the new dimensions are compared with each other in terms of various aspects. The comparison shows that each dimension that is used for assessing lecture video indexing, is able to reflect a different weakness or strength of an indexing method or algorithm.

Despite development of different methods for indexing lecture videos, the issue of data quality and its various dimensions have not been studied. Since data with low quality can affect the process of scientific lecture video indexing, the issue of data quality in this process requires special attention.

The purpose of this study is to explore the learning and teaching techniques that accounting professors use in their courses to educate students. In this chapter, we answer the following questions: (1) What methods are accounting faculty currently using in the classroom? (2) To what extent are active learning techniques being utilized relative to passive techniques? (3) What are the perceptions of accounting faculty regarding the use of active learning in the classroom?

To answer these questions, we conducted an Internet-based survey of accounting educators (n = 300). We found that, on average, passive learning methods (e.g., lectures) comprise approximately 50% of class time, active learning methods cover slightly more than 35% of class time, while assessment activities (e.g., exams) use about 15% of class time. Regarding faculty perceptions of the usefulness of various learning methods, we found that the faculty recommend the use of every learning method included in the survey at higher levels than are currently being used. Our findings provide a baseline profile of the current use of both passive and active learning methods in accounting and their perceived usefulness by accounting educators. This baseline should enable future research to track changes and trends in accounting pedagogy, particularly the learning and teaching techniques employed in the classroom.

With the aim of discovering the important factors in training staff to use newly installed automated circulation systems, the appropriate libraries in New Zealand were sent a questionnaire in 1988. This asked how libraries had trained their staff, and the outcome of the training in terms of satisfaction with their decisions, sparseness of mistakes after implementation and time taken for staff to attain efficiency after implementation. The most important factors in training were that the vendor should be heavily involved in organizing and carrying out training; training should be given before the system went live; staff should be given detailed training in the whole system; and a number of different training methods should be used. These factors were especially important for libraries installing their first automated system, those installing integrated systems, those with few staff, and those installing their systems in the earlier years of automation; that is, those libraries whose staff have the least background in the system being installed, have the greatest need for excellent training.

Data are presented which indicate a need for improvement in the personnel skills of small business owners. A set of criteria is then provided for possible approaches to training small business owners in personnel skills. These criteria were developed from interview material acquired in a field study of small business owners. They include: research substantiation of overall effectiveness; face validity; degree of efficiency of time use; ease of access; relative cost; degree to which the method involves criticism of trainees; and effectiveness in skill development. The training approaches evaluated or these criteria are the lecture method, programmed instruction; business games/simulation; the case method, the role play method, sensitivity training; the conference method; and behaviour role modelling. Results suggest that most small business owners would derive the greatest benefits from behaviour role modelling, business games, and/or role play method and would benefit least from the lecture method and sensitivity training.