ERP systems have a reputation for their complexity, making it challenging for students to learn to use them. This study uses three common multimedia teaching methods, including the lecture, the video-based tutorial, and the paper-based tutorial to deliver hands-on SAP ERP exercises to students. Studies show that multimedia learning helps learners process complex information and foster deeper learning. This study aims to understand how students perceive the multimedia teaching methods for learning the SAP ERP system. The technology acceptance model (TAM) is used to capture students' perceptions and intention to use each teaching method. The study found that perceived ease of use (PEOU) played a stronger influence on intention to use than perceived usefulness (PU) across the multimedia teaching methods. However, the PU of video-based tutorials showed a stronger influence on intention to use than the lectures and the paper-based tutorial. This study suggests that the video-based tutorial is suitable for an SAP ERP exercise with complex operating sequences and underlying business aspects. The lecture is suitable for a short SAP ERP exercise with simple operating sequences and underlying business concepts. The paper-based tutorial is an effective method when it is used for a short and straightforward SAP ERP exercise.
Purpose: The purpose of this research is to provide insights into the antecedents of student attitudes toward the first required accounting course by examining five related research questions. Design/Method/Approach: Interviews were conducted and open coding, as opposed to priori coding, was used to analyse the responses using the NVivo software. Results: Results indicate that student attitudes are generally positive but are based largely on assumptions rather than first-hand knowledge. Positive associations exist with respect to accounting's importance to business and as a discipline. Negative associations tend to be toward math and its application in part-time employment settings. The implication is that increasing professional interaction early in the first course could have an impact on student attitudes toward the discipline and profession.
Assessment is a key driver for engagement and a widely criticised aspect of the tertiary student experience. In regard to assessment, in particular, feedback, rubrics and peer review have been major focuses for researchers in recent years. This research utilised an innovative peer review process in a triad structure to evaluate and improve assessment rubrics in a business course at a regional university in Australia. Data from interviews with academics and students was analysed using a recognised 10 question framework to evaluate the quality of the rubrics used in the course. The results indicated the 10 question framework was a useful tool to evaluate the quality of the rubrics. In addition, the process of peer review of assessment artefacts, in a triad structure improved assessment literacies of the participating academics, improved accountability evidence, and led to greater staff and student satisfaction due to improved assessment experiences. This research contributes to new knowledge due to its focuses on assessment rubrics, the efficacy of the 10 question framework as a reviewing mechanism and the use of academic triads to review assessment and not teaching performance.
This study focuses on the factors that impact on assessment of student satisfaction with the quality of training services at the College of Commerce in the period from 2014 to 2019. A survey questionnaire was sent to 249 student respondents. The survey period was from April 2019 to the end of May 2019. The research results show that there are 7 elements: Trust, Empathy, Tangible medium, Response, Service capacity. Based on the research results, recommendations for personnel policies have been proposed to improve student satisfaction with the quality of training services at the Da Nang Commercial College in the 2019-2030 periods.
This study investigates student readiness for self-directed learning and its impact on academic performance. Changes in course delivery and modality have been widespread due to governmental mandates. Courses that were traditional face-to-face or blended learning moved to online learning. In this study, survey data from 350 upper-level business students at an AACSB accredited institution were collected prior to and after the online teaching mandates. This data measured students' level of self-directed learning readiness compared to their final grade percentage. An analysis of overall self-directed learning readiness, the sub-scales of self-management, desire to learn, and self-regulation, course content, and course modality was conducted. The results showed a significant correlation between the self-management sub-scale score and the final grade percentage. No significant differences were found for the other comparisons or demographic data. The results may allow students and faculty to improve self-management behaviours before or early in the course semester to improve learning and academic performance.
Purpose: The purpose of this paper is to examine the various models concerned with identifying learning styles and cognitive traits of students as a means to adapt teaching methods. With attention to the applicability of the models to on-line teaching strategies and requirements. Design/Method/Approach: The approach adopted in this paper is one of reviewing the prior research on models for learning styles and cognitive traits as applied to on-line learning. Practical Social Implications: This review provides some direction for future research in light of the growing use of on-line learning.
One of the goals of management courses is to help students develop the ability to plan, organize, lead, and control. They also need to develop human and conceptual skills. These skills are reflected in what many higher education institutions refer to as essential learning outcomes or cross-cutting skills (e.g., communication, teamwork, ethical decision-making, critical thinking, and application of knowledge to real-life settings). This qualitative study analyzed students' team ePortfolio reflections to better understand the processes, norms, and behaviors that students engaged in as they developed strategies for effective teamwork. Findings demonstrated students' developing competencies in the managerial functions of planning, organizing, leading, and controlling. The study shows that high impact educational practices such as team ePortfolios, which involve teamwork, intensive writing, and peer review, can help students develop employer-valued skills.
The purpose of this study is to investigate student perceptions regarding the impact the COVID-19 pandemic and emergency remote learning had on their education and classroom engagement. The study also seeks to understand how the COVID-19 pandemic impacted students' decisions when scheduling their courses during the pandemic. The study surveys over 400 students and uses both descriptive and inferential statistics to examine the change in student engagement. Based on the survey results, student interaction with instructors, peers, and course material had a statistically significant decrease in engagement during emergency remote learning. Surprisingly, the pandemic did not impact the number of hours existing students took. In addition, their preferences to different class modalities have changed, as students prefer to take courses with more online components even after the pandemic. .
The purpose of this paper is to present an automated approach for the marking and grading of the commonly used accounting practice assignment for first year financial accounting. The automated system has potential benefits for the reduction in time and cost to the running of the course as well as providing students with an objective standardised marking as well as timely feedback.
Employers expect college graduates to be critical thinkers. However, the impact of college curricula on critical thinking skills is debated. Furthermore, individuals with low critical thinking ability may have difficulty improving it, since they may lack the metacognition skills needed to accurately assess weaknesses in their thought processes. A case study of the effectiveness of a critical thinking course for business majors and instructional techniques designed to help students improve their thinking is reported here. The effect of the course and course design was measured using the quality of case reports, the Business Critical Thinking Skills Test, and students' self-perception of critical thinking skills. Students significantly improved their critical thinking and some were able to more realistically assess their critical thinking ability, demonstrating the potential of the course and its design to improve critical thinking and metacognition skills.
The purpose of the study was to determine if peer feedback at midterm helped students improve their teamwork skills, and to identify variations in teamwork skills across course delivery modalities. This study focuses on peer evaluation of teamwork in an introduction to organizational behaviour course required for all business majors. The course is offered face-to-face and online, both of which include the high impact practices of service learning and a team ePortfolio. Findings indicate that teamwork skills, as assessed by peers, increased from midterm to final, which suggests the value of formative peer evaluation. No differences existed between delivery modalities.
This study consolidates survey data from focus groups of undergraduate business students at California State University, San Bernardino, and its Palm Desert Campus to identify student-based perceptions of quality online instruction. Exploration includes three main concepts: 1) the factors affecting students' perceptions of quality online education, 2) the relative importance of these factors under different conditions, and 3) a summary of students' recommendations. The main concepts subdivide to probe seven distinctive perceptions of; 1) basic online modality (e.g., online gradebook), 2) teaching presence (e.g., customized feedback), 3) instructional design (clarity of structure and communication), 4) cognitive presence (e.g., intellectual stimulation), 5) social or studentto-student presence, 6) online social comfort (comfort interacting online), and 7) interactive online modality (e.g., videoconferencing and small groups). The summary reveals distinctive perceptions: 1, 2, and 3 rank high for students' while, recommendations disclose that students' feel instructor training and motivation are critical for high-quality online learning.
This study develops a three-stage adoption framework to measure the impact of selected factors on a student's learning experience and evaluates the effectiveness of service learning in each learning stage. The agribusiness service-learning course utilized in this study matches groups of students with non-profit agribusiness entities to identify current business challenges and propose suitable solutions. A survey instrument was developed to gather student opinion data during the 2017-18 academic year and the multivariate Probit statistical method was used to analyse the data. The results demonstrate that service-learning helps students relate how course subject matter is used in everyday business operations and reveals that students commented positively about experiential learning throughout their projects. The analysis also demonstrates that younger, male, or white students are more likely to obtain a positive service-learning experience versus older, female, or non-white students.
Finance education relies on quantitative analyses and exercises. Lack of quantitative skills undermines student motivation. Interactive teaching methods including case-based learning, problem-based learning, and simulations have been proposed as means to improve student engagement and enhance learning. This study describes an application of a sequence of stock market simulation exercises in a finance investment course. The empirical analysis applies a model of the educational value of this pedagogical strategy to evaluate its impact on cognitive, behavioural, and affective learning dimensions. The results demonstrate that, in the cognitive category, student exam scores on the topics covered by the simulation were significantly higher compared to a control section that did not use the simulation. In the behavioural category that concerns student skills and the affective category that focuses on student satisfaction, survey responses demonstrate a positive impact of the use of simulation on skill-building and satisfaction with the course.
