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Abstract

Details

The Ultimate Guide to Compact Cases: Case Research, Writing, and Teaching
Type: Book
ISBN: 978-1-80382-847-3

Book part
Publication date: 23 June 2022

Yang Zhao

This chapter discusses the differences between face-to-face and online ethnographies of Scottish Country Dancing. It draws on fieldwork conducted firstly in Lyon in 2017 and…

Abstract

This chapter discusses the differences between face-to-face and online ethnographies of Scottish Country Dancing. It draws on fieldwork conducted firstly in Lyon in 2017 and subsequently in Edinburgh in 2017–2018, with further fieldwork in Edinburgh, due to the global pandemic, now taking place online. Online Scottish Country Dancing is challenging, especially given that this social dancing requires a partner and space. Due to the pandemic, how and why individuals do online dancing has shifted because people can now link in and across different locations. As a researcher as well as a dancer, my current project utilises blended ethnography, including textual analysis, fieldnotes, participant observations, interviews and surveys. Conducting online ethnographic practices raises specific ethical considerations and challenges, most notably concerning who is being observed and whether the participants are aware of being observed. This chapter addresses how the research aims to adapt ethnography from face-to-face fieldwork to online situations, in response to the impact of COVID-19 and associated ethical challenges.

Details

Ethics, Ethnography and Education
Type: Book
ISBN: 978-1-83982-247-6

Keywords

Book part
Publication date: 6 September 2016

Tommy Wooten

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.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78560-969-5

Keywords

Book part
Publication date: 14 December 2023

Randa El Chaar, Rihab Grassa and Todd White

The COVID-19 pandemic caused an unprecedented crisis in all industries. In the education sector, the pandemic led to the immediate closure of university and college campuses and…

Abstract

The COVID-19 pandemic caused an unprecedented crisis in all industries. In the education sector, the pandemic led to the immediate closure of university and college campuses and the migration to online delivery in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The current study explores students’ perceptions of online accounting course delivery during the COVID-19 pandemic in the United Arab Emirates. Using an online survey, the findings show that student perceptions regarding online course delivery varied based on students’ years in the program. Specifically, underclassmen (freshmen and sophomores) reported greater enjoyment than upperclassmen (juniors and seniors) from studying classes online and were more likely than upperclassmen to extol the benefits of online learning such as the ability to view classes anytime, anywhere as well as the enhanced opportunity to utilize technology in learning. These differences may result from the familiarity of upperclassmen with the traditional learning format. The analysis also reports differences in perceptions of online learning between students of different ages and gender. The results from this research can help inform institutional policies by providing insight into students’ views on the efficacy and challenges associated with transitioning to a fully online learning environment in the midst of a major disruption of United Arab Emirates.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83797-172-5

Keywords

Book part
Publication date: 12 December 2022

R. Drew Sellers, Wendy Tietz and Yan Zhou

This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. Synchronous classes meet face-to-face…

Abstract

This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. Synchronous classes meet face-to-face or online with scheduled meeting times and the ability to directly monitor class attendance and participation. Asynchronous classes are 100% online, requiring no face-to-face or online live sessions. This study identifies student attributes associated with performance differences in the two delivery modes. The authors examine data from over 15,000 students who took introductory financial and managerial accounting classes at a large state university. The authors analyze student demographic and class performance data. Controlling for instructor and year effects, the authors find a statistically significant lower DFW rate (better performance) in the synchronous introductory accounting classes compared to the asynchronous ones. Using these findings, the authors revised scheduling and advising protocols to improve student success likelihood in the asynchronous sections. This study provides two insights applicable to many accounting departments. First, the results suggest that empirically exploring student performance implications may be warranted as the number of web-based asynchronous class offerings grow. Additionally, the study provides an example of working within the limitations of existing registration policies and systems to translate the result of the analysis into improved advising and scheduling approaches.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80382-727-8

Keywords

Book part
Publication date: 11 January 2016

Ann Boyd Davis, Richard Rand and Robert Seay

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for…

Abstract

Purpose

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

Methodology/approach

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

Findings

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Originality/value

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78560-767-7

Keywords

Book part
Publication date: 20 November 2023

Tahani Aldosemani

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by…

Abstract

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Book part
Publication date: 20 November 2023

Felix Mata, Miguel Torres-Ruiz, Roberto Zagal, Jacobo G. González León and Rolando Quintero

This chapter presents a combined approach of social and open data to evaluate a hybrid education model with online and face-to-face classes. The study consists of a sample of 310…

Abstract

This chapter presents a combined approach of social and open data to evaluate a hybrid education model with online and face-to-face classes. The study consists of a sample of 310 students from the UPIITA-IPN college. Thus, a grouping model was applied based on each student's profile and academic performance in various subjects to identify patterns and learning styles. In addition, a social sensor of emotions was implemented to measure reactions in online and face-to-face classes. It helped to identify which strategies and methods are most significant for student performance. Data were collected from forms and the Twitter social network, filtering data by general opinions about learning and experiences in class. Considering trends and patterns, we identified four types:

Pattern (1) personalization of learning: This group stood out because online teaching allows you to work at your own pace and on your own schedule. In addition, a trend toward a more individualized learning approach or the versatility of personalizing learning was observed. Pattern (2) an excessive number of channels and information: This group of students was characterized by feeling overwhelmed by the amount of information they must process in an online environment, in addition, to using various communication channels (messaging, Classroom, Zoom, Teams, email, among others) this was associated with a feeling of isolation and a lack of commitment. Pattern (3) inequality and asynchronous learning: Students with difficult access to adequate resources at home (connection, own computer, etc.). They were characterized by not being able to have the same performance in the different learning activities and expressed that the content must be adapted to the individual needs of the students. Technical problems, such as Internet connection failures or problems with electronic devices, interrupted the learning process and generated frustration for students and teachers. Pattern (4) lack of social interaction: This affected the student's ability to develop social and emotional skills. Moreover, it generates difficulties for the students to collaborate, slowing the development of social and emotional skills. It concluded that a hybrid model is successful, having schemes combined with 65% face-to-face sessions and 35% online.

Book part
Publication date: 16 August 2011

Sharon M. Bruns, Timothy J. Rupert and Yue (May) Zhang

Because of the potential cost savings that online teaching evaluations can deliver, many universities are converting their student evaluations of teaching to this mode of…

Abstract

Because of the potential cost savings that online teaching evaluations can deliver, many universities are converting their student evaluations of teaching to this mode of administration. In this study, we examine the effects of transitioning administration of student evaluations from paper-and-pencil to online. We use data from accounting and other departments in the College of Business Administration of a large private, research university that converted from paper to online administration of teaching evaluations. We examine the average teaching effectiveness rating and response rate for instructors who taught the same course before and after the conversion. In addition, we survey a sample of accounting students to investigate their responses to online teaching evaluations. We find a significant increase in the average effectiveness rating and a significant decrease in response rate. Furthermore, we find that those instructors with lower ratings under the paper administration experience the greatest increase in ratings when the evaluations are converted to online administration. In a follow-up survey, we find that students who are highly motivated and have higher grade point averages are more likely to complete and provide higher evaluations with the online administration. We discuss the implications of our results to accounting and business education literature.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-223-4

Book part
Publication date: 29 November 2014

Jaimie Hoffman and Jill Leafstedt

In this chapter, we argue that if online education moves toward a dynamic, collaborative, and humanized experience, inquiry-based learning can result almost naturally. We begin by…

Abstract

In this chapter, we argue that if online education moves toward a dynamic, collaborative, and humanized experience, inquiry-based learning can result almost naturally. We begin by briefly tracing the history and growth of online education and discussing the real, and often negative, perceptions about online education. The readers are then asked to consider their assumptions about student’s learning experiences in the face-to-face environment before making decisions about strengths and limitations of online education. The chapter then provides an overview of how online education and technology-enhanced classes create natural linkages to inquiry-based learning while meeting the unique needs of diverse learners; general examples of technology as a modality for inquiry-based learning are provided. The chapter culminates with four case studies that demonstrate how inquiry-based learning can be facilitated outside of the classroom walls and effectively integrated with technology. The case studies are drawn from education, chemistry, and business providing an example of how to investigate facts through collaborative presentations, develop informed opinions through asynchronous discussion, and make sense of concepts through curation.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

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