Search results

The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome.

Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning.

Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap.

This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

The purpose of this paper is to visually map the arts marketing journal literature.

An extensive title and abstract search was carried out to identify literature on the relationship between art and the market. Papers were then classified by topic. Visual maps were drawn showing topic coverage in relevant areas.

The literature dealing with the relationship between art and the market is found to be extensive and multi‐disciplinary. The search found just over 1,500 papers.

This was a mapping exercise rather than an analysis of the issues. Many different disciplines have a stake in understanding the art‐market relationship. Arts marketing scholars can benefit from engaging with research in this area, which is outside the marketing academy.

The maps provide a visual guide to the work, which has already been done across a wide range of disciplines and journals. They enable academic and professional readers to see where knowledge and insights may already exist and where work remains to be done.

Given the recent growth in arts marketing research, the paper provides a timely map of the territory.

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of “hard to get at” people, struggling with workload and access issues.

An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not.

A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive.

The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non‐mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time‐poor, full‐time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills.

A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high‐quality product is high; however, this is counter‐balanced by the re‐usability and outreach of the approach.

Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.