Search results

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.

Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.

Proficiency improved equally and significantly via both training modalities.

At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.

This study aims to explore and identify potential challenges and prospects for conducting the professional shariah audit training programme via an e-learning approach during coronavirus disease 2019 (COVID-19).

Questionnaires were administered to 296 participants who were enrolled in the professional shariah audit training programme via e-learning during the COVID-19 pandemic outbreak in 2020. These participants were final-year students from selected Malaysian public universities.

Findings show that several main challenges are faced in adopting an e-learning approach for conducting the professional shariah audit training programme such as the inability to do more hands-on, group and physical activities, different understandings based on academic backgrounds, difficulty in learning practical and technical topics, technical issues and problems during e-learning sessions. These lead to the unsuitability of conducting professional training via the e-learning approach. In terms of prospects of knowledge learnt via the e-learning approach, participants showed that they are able to master all six modules covered in the professional shariah audit training programme via the e-learning approach. These include (1) shariah principles; (2) shariah governance; (3) Islamic financial transactions; (4) shariah risk management; (5) shariah audit planning and programme; and (6) shariah audit fieldwork and communication.

Based on the findings, it is suggested to have more time spent and earlier preparation on the learning contents and sessions, more discussion on actual contents and practical exercises and competency of the trainers in delivering e-learning sessions.

This study is believed to be one among the pioneering studies on the potential challenges and prospects in adopting e-learning for conducting the professional shariah audit training programme due to COVID-19.

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.

The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.

Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.

Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.

This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.

The number of young people using e-cigarettes (commonly referred to as vaping) has grown at an alarming rate, creating the need for urgent action. This paper demonstrates rapid step-by-step iterative application of the Co-create, Build and Engage (CBE) framework to showcase how marketing was applied in response to emerging trends that have negative health and environmental consequences. This paper aims to demonstrate how CBE is applied iteratively, ensuring student feedback leads module development.

In Study 1, a pure seven-step co-design implementation, 19 high school students were invited to co-design a vaping prevention approach that would work for them and other people like them. During the sensitisation phase of co-design, students completed one Blurred Minds Vaping module. Feedback grids were provided, with students identifying likes, dislikes and ideas. This likeability data was used, together with input from technical experts and pedagogical best practice, in a 12-week research and development project that aimed to develop a new online learning module focused on vaping and their environmental impacts for the Blurred Minds Academy. The new module was tested with 20 high school students. Feedback grids were provided once again, allowing a comparison of results.

Examination of feedback grid data demonstrates that the newly developed Vaping and the Environment module was improved. Considerations taken on board in the new module design (e.g. increased variability within the module) overcame criticisms expressed previously (e.g. it was boring and too long). Other criticisms remained evident, albeit at a much lower proportion suggesting the new Vaping and the Environment module, and future Blurred Minds module development, would benefit from iterative CBE application.

Conduit et al. (2022) note that marketing academia has been criticised for having an increasingly less relevant managerial agenda. This paper outlines a rapid step-by-step application of marketing in response to one of society’s most pressing health challenges – vaping. The iterative application of CBE is outlined, demonstrating that the student experience can be enhanced when marketing’s continual improvement mindset is used. This is the first vaping prevention programme that has included substantive information around the negative impacts of vaping on the environment.

The study investigates the experiences of undergraduate students in using online learning platforms to study Accounting-related courses during the COVID-19 pandemic.

The study uses qualitative research approach and 89 undergraduate Accounting students from University of Professional Studies, Accra (UPSA) were purposively interviewed using semi-structured interview guide, observation and documentary evidence to achieve triangulation of data and results.

The study discovers that due to the Covid pandemic, the online Accounting learning system has a relative advantage over the physical classroom learning as the online pedagogy ensures that the students are safe and do not contract the virus. The findings further indicate that the university's engagement framework includes three units: engaging students with content on the university's Learning Management System (LMS), engaging students with their peers via group course WhatsApp platform and Zoom/Google Meet lectures, and engaging students with their instructors via the LMS, Zoom/Google Meet, and Group WhatsApp. Each unit is based on research-based best practices and strategies for online education such as the use of media (videos) to augment written course content and to improve student-to-content engagement, positive cognitive, collaborative, behavioural and emotional engagement of students. The university's strategies also encourage student-to-student involvement, as well as assessment and feedback. Regarding behavioural and emotional engagements, the study discovered that some lecturers' attitudes toward students coupled with insufficient administrative support influenced students to develop negative reactions to the use of online learning platforms for Accounting education.

This paper has the potential to inform and improve implementation of online Accounting education in developing countries where the digital divide is staggering and digital inclusion and infrastructure for online education are at a precarious stage that cannot be remedied overnight.

The new context of Accounting education enables an increase in student enrolment because it does not require students to travel to or stay in a hostel for an extended period of time in order to earn an Accounting degree.

This study contributes to the Accounting education literature on emerging economies by providing new evidence of perception differences between higher education institutions and students. Education providers in emerging economies frequently adopt Western modes of online education without making structural adjustments. By empirically exploring students' opinions, this study challenges these managerial perceptions, and the findings will assist regulators and policymakers in making appropriate changes.

This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be designed and delivered effectively online without adverse effects on the student’s learning experience of Lean concepts.

A case study approach was used to review the design, application and results of the transition to online Lean teaching and training. Qualitative and quantitative methods were deployed to assess the results.

Online Lean learning and application were assured via the design of practical problem-based teaching environments, aided by using the virtual classroom as an obeya room and as a kaizen environment where students worked in teams. Students were enabled to learn and apply Lean tools practically and reflect on their learnings.

This study demonstrates that effective online design can ensure. Lean methods are understood without affecting the student's learning, classroom experience and grasp of concepts.

To the best of the author’s knowledge, this is one of the first studies on implementing Lean training and education online during COVID-19 under the lens of both a training provider and university education viewpoint. The changes validated best practices for virtual Lean education and training in the organisations under study, maintained post-COVID.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

The aim of this study is to explain the educational practices that emerged with the concept of “new normal” in an overview. In line with this goal, the experiences of academics who are experts in their fields have been utilized.

This paper draws on both academic and trade literature. Interviews with representatives from schools providing tourism education in North Cyprus were conducted online and in-person. The qualitative research method in the form of the interview method was employed in the research. The research participants consist of 15 academics working in the field of tourism education. Additionally, concerning the selection of these participants, sector experience and applied lecture status were taken into consideration. As the second dimension of the research, an extensive literature review was conducted and the subject was expanded by explaining it with examples from around the world.

It has been revealed in the research that educational institutions and tourist businesses have to constantly renew themselves technologically. The findings obtained from academics include the innovations they use in the “new normal” tourism education in applications such as Hybrid/BL – Blended Learning, VR – Virtual Reality, Artificial intelligence, LMS & In-class response systems, API-based software systems in the courses they teach. The common opinion of academics who want to provide a better education is that educational institutions should always be infrastructurally prepared for such emergencies.

The global COVID-19 pandemic created economic destruction in many countries and brought life to a halt. In the tourism sector, one of the sectors most affected by the COVID-19 problem, various restrictions were imposed on touristic activities. While this situation caused a decrease in demand in the tourism sector, it paved the way for great technological changes and resulted in the adoption of new educational practices in institutions providing tourism education. This paper traces these new development in the face of the pandemic crisis.