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.
