Facilitation Fundamentals: Redesigning an Online Course using Adult Learning Principles and Trifecta of Student Engagement Framework

Purpose The purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students. Design/methodology/approach The methodology used is a first person account from the instructor point of view. Findings Findings indicate that the teaching strategies used encouraged student engagement in the course. Research limitations/implications The research is limited to one course with less than 20 students. Practical implications Other online instructors can utilize teaching strategies used that promote engagement among students. Social implications This course is an example of a highly engaging online course. This shows that online courses can be engaging and satisfying for students. Originality/value This paper adds to the body of literature on what teaching strategies encourage students to engage online. It connects theories with real life examples that others teaching online can implement

Teaching Contingent Valuation and Promoting Civic Mindedness in the Process

Economics majors are often assumed to lack civic mindedness. The purpose of this paper then is to demonstrate how by engaging students in the proper understanding of contingent valuation (CV) methodology and by evaluating a social service, we can improve student outcomes in two areas: increasing their competence in research design as well as in the process teaching them to consider the more unfortunate. Since students are really learning by doing in this prescribed process, the attractiveness of the teaching methodology is that the instructor substitutes direct learning and instruction on research design for one where students learn much of the subject matter through experimentation. This paper articulates the experiences of conducting a CV exercise with 49 second- and third-year economics students from the National University of Singapore (in the Environmental Economics course) during the month of October 2001.

Teachers' and students' conceptions of the professional world

In the original 'Improving Student Learning' project led by Prof Graham Gibbs in 1991, one of the case studies focused on approaches to learning on a BA(Hons) Graphic Information Design course. The case study, led by Allan Davies, had the modest intention of trying to determine whether a particular curriculum innovation encouraged a deep approach to learning. Our only significant tool then was Bigg's SOLO taxonomy. Eleven years later and the innovators have moved on, the course has disappeared and the research context and methodologies have developed. During this period, research has suggested that both teachers and students describe their understanding of teaching and learning according to their perception of the teaching/ learning environment (Ramsden, 1992; Prosser & Trigwell, 1999). Studies have identified variation in the way that teachers experience teaching (Samuelowicz & Bain, 1992; Prosser, Trigwell & Taylor, 1994 for example) and variation in the way teachers experience student learning (Bruce & Gerber, 1995). More recently, Reid (1997) has widened the context of research by examining the relation between the experience of work and teaching/learning within the music discipline. In further research (Reid 1999), relations were found within the music discipline where teachers' and students' experience of one of three defined dimensions was strongly related to the ways in which they understood teaching and learning music. The musicians (and their students) described their experience of the professional world in three hierarchically related ways. This constitution has become known as the 'Music' Entity. In 1999, following a fortuitous meeting at the ISL conference in York, Davies and Reid conducted a joint enquiry, using a phenomenographic approach, to determine the 'Design' entity (Davies and Reid, 2001). This research focused on discerning the critical differences, or variation, in the way teachers and students experience and understand their subject and its relation to the professional design world. The outcomes of this research has, consequently, begun to impact on student learning through course design and, in particular, assessment. This paper will be a comparative study of the research already carried out by the authors in a number of disciplines in which the same focus and methodology has been used

Teaching Research Methodology Using A Project-Based Three Course Sequence Critical Reflections On Practice

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach.  The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program.  The introduction of a range of specific techniques including student developed research projects, student-centered learning experiences, and public presentation of research projects are reflected upon.  In 2001, the Department of Management reviewed the curriculum and established a research sequence linking major management course offerings.  Three courses: Statistics, Research Methodology and Organizational Behavior were selected to be taught in sequence and designed to build research expertise.  This article addresses the processes, procedures and practices for implementing and sustaining an undergraduate research sequence.  Techniques are included for course design, development, and facilitation that emphasize product based learning strategies and interactive elements.  Techniques for garnering student engagement and excitement for research projects will be presented

Moderating Effect of Career Guidance on the Relationship Between Introductory Accounting Course on Students’ Choice of Accounting as a Major in Kenyan Universities

The objective of the study was to find out the moderating effect of Career guidance on the relationship between Introductory Accounting Course teaching methodology, course content, instructor’s influence and performance on students’ choice of Accounting as a major in Kenyan universities. Career guidance was hypothesized to have no moderating effect on the relationship between Introductory Accounting Course; teaching methodology, course content, instructor’s influence and performance on Students’ choice of Accounting as a major in Kenyan universities. The study adopted a positivistic philosophical approach. A Descriptive Ex-Post Facto Research design was employed. The study sampled 330 students undertaking Bachelor of Commerce degree in twelve selected Kenyan universities. The researchers applied for a research permit from National Commission for Science Technology and Innovation (NACOSTI) to facilitate data collection from the selected twelve Kenyan universities. The study adopted a mixture of purposive and stratified random sampling techniques to select the sample of students from the target population. A pilot study was conducted. The study adopted a logistic regression model. The null hypothesis that career guidance has no moderating effect on the relationship between Introductory Accounting Course teaching methodology, course content, instructor’s influence and performance on students’ choice of Accounting as a major in Kenyan universities was thus rejected. A conclusion was drawn that career guidance has a moderating effect on the relationship between Introductory Accounting Course; teaching methodology, course content, instructor’s influence and performance on students’ choice of Accounting as a major in Kenyan universities. The policy implication of the study is that those responsible for university education have to give due attention to career guidance to strengthen the opportunities for students to choose Accounting as a major, given the low uptake of the specialization. The study focused on the moderating effect of career guidance on the relationship between Introductory Accounting Course; teaching methodology, course content, instructor’s influence and performance on students’ choice of Accounting as a major in Kenyan universities as opposed to other studies that hitherto focused on aspects like earnings, job market conditions and career opportunities as influencers of career choice among students in universities. Keywords: Teaching Methodology, Introductory Accounting Course, Career Guidance, Accounting Major.

Approach to Teaching Research Methodology for Information Technology

The paper reports on an approach to teaching a course in information technology research methodology in a doctoral program, the Doctor of Management in Information Technology (DMIT), in which research, with focus on finding innovative solutions to problems found in practice, comprises a significant part of the degree. The approach makes a contribution by preparing doctoral students, who are experienced professionals studying part-time, for dissertation research. The rationale of the DMIT and the educational objectives of the course are presented. A research process model applicable to applied research in information technology (IT) is proposed and discussed. This model accommodates scientific methods of research, including empirical, quantitative, qualitative, case study and mixed methods. The course design and pedagogical approach are described in terms of thematic areas of scholarship and practice, and intended outcomes. The paper summarizes the topics of the syllabus, including proposal formulation; research design; methods of investigation; methods of demonstrating concept; approaches to research validation; and documenting research results in the form of technical papers and the dissertation. The purpose of the paper is to share the approach followed in teaching the course, the course design, a summary of lessons learned after several offerings of the course, and ideas for further improvement

Influence of Introductory Accounting Course Teaching Methodology on Students’ Choice of Accounting Major in Kenyan Universities

The study examined the influence of Introductory Accounting Course teaching methodology on students’ choice of Accounting Major in Kenyan Universities.  This was based on the fact that most students in the bachelors of commerce program had developed a negative attitude towards Introductory Accounting Course. The study sought to establish an association between Introductory Accounting Course teaching methodology and students’ choice of Accounting Major in Kenyan Universities. Teaching methodology was used as an independent variable and the students’ choice of Accounting Major as a dependent variable.  The study applied the theory of Wearing Two Hats since Introductory Accounting Course comprise of the process of accounting cycle that requires a lot of illustrations by the accounting Instructor. The study assumed that teaching methodology of Introductory Accounting Course .was the only variable influencing students’ choice of Accounting Major. The study employed the use of a null hypothesis testing of the independent variable on the dependent variable. The study adopted a positivistic philosophical approach since the study was based on a hypothesis to be tested. A Descriptive Ex-Post Facto Research design type was employed as the study measured the relationships of its variables. The target population comprised of students undertaking Bachelor of Commerce Program in twelve selected Kenyan universities. The study adopted a mixture of purposive and stratified random sampling technique to select the sample of students from the target population. A pilot study was conducted on 10% of the sample size. Using logistic regression model for hypothesis testing, the probability value obtained was 0.026 which was less than 0.05, this implied that there was a significant influence of the independent variable on the dependent variable. Findings revealed that Introductory Accounting Course teaching methodology has a strong positive significant association with students’ choice of Accounting Major in Kenyan Universities.  The null hypothesis developed for the study was thus rejected by the actual findings of the study. The results of the study can be used to incorporate appropriate teaching methods in IAC to make accounting course more attractive to students and thus win more to the accounting profession. The study is expected to add to the existing literature by escalating the understanding of relevant teaching methodology  that Research Journal of  Accounting have given as influencing the  choice of accounting as a Major by the students. Since, it was conducted in a country which has undergone devolution and was looking forward to realizing Kenya Vision 2030; it would help Policy makers (regulators), ministry of education, Universities, and other interested parties. The study focused on the relationship between Introductory Accounting Course teaching methodology and students’ choice of Accounting Major as opposed to other studies that hitherto focused on the relationship of teaching methodology of IAC and students’ performance in the course. Keywords: Introductory Accounting Course, Teaching Methodology, Accounting Major

A Needs Analysis for the Improvement of the Students’ Communicative Competence; A Syllabus design for Speaking 1 Course at English Department Sawerigading University

Each learner has different needs in learning, as well as the students at the English Department Sawerigading University Makassar. This study aims at determining the effectiveness of a needs analysis to design a syllabus for the speaking 1 course to enhance the students’ communicative competence. Research and Development Methods (R & D) are used with three systematic steps: input, development, and output. The input step begins with a needs analysis (NA) involving 40 respondents who are chosen purposively. The data are collected through NA questionnaires and they are analyzed descriptively. Development Step is made to formulate the objectives and course targets that are then used to determine the course subject of speaking 1. The output step is done to design lesson plans and prototype of teaching materials. This study has found a teaching material development methodology that has resulted lesson plans and prototypes for a unit of instruction-based resource needs. This methodology can be used by designers or lecturers to develop other English teaching materials in various courses

Design history and the human experience

This thesis, Design History and the Human Experience, is a course which offers a new approach to teaching design history by presenting the material through a historical/popular culture lens. The research and content organizing methodology will show how design is part of a larger context reflecting and creating the culture we live in. When design history includes an emphasis on the historical and cultural contexts, the designer\u27s work takes on deeper meaning and relevance. The underlying philosophy of the thesis, Design History and The Human Experience, argues that design does not occur in a vacuum but emerges from many social, cultural and historical influences. This thesis demonstrates the relationship between design and these influences, and offers a methodology for presenting and teaching the material. The course also takes into account the importance of critical mediation and considers at the circumstances surrounding the critical evaluation of the designers\u27 work, for it is through this evaluation process that certain work is given prominence in design history while other designers go unmentioned

Academic development to support pedagogically-informed uses of learning technologies

Learning technologies are increasingly common in higher education institutions, but academics are frequently unsure how best to use these. Staff development activities focussed on technology skills are not sufficient for academics to design sound technology-based educational experiences. This research study explores this problem, seeking to increase understanding on how academic developers can support academics to make pedagogically-informed uses of learning technologies. An exploratory case study methodology was used for this 44-month research study. The data collection included class teaching observations, document analysis, semi-structured interviews and forum postings during a professional development (PD) course. The first phase of research involved the development and testing of a class teaching observation schedule, to understand current practice. The second phase of research included class teaching observations and interviews with participating academics to identify their learning needs. These research activities informed the design, development and delivery of the first part of a PD course. The final phase of research involved (a) interviews to understand the participants’ experience of the first part of the course and to identify their expectations for the remaining part of the course and (b) the delivery of the remaining part of the PD course. A thematic analysis of the participants’ forum posts and mid-course interviews led to the identification of five themes. The main contributions of this research study are related to (a) the process of academic development for learning technology use, and (b) the process of studying academic development. This study shows how the teaching development of academics can be addressed through flexible and just-in time academic development, and engaging academics in activities related to their teaching context. The student experience of technology-based teaching, the course learning resources and activities, the facilitator’s guidance, the diversity of participants’ experiences and peer discussions support academics to develop pedagogically-informed positions on teaching and learning technologies. Methodologically, the thesis suggests that researchers should use a diversity of data collection tools to gather and analyse evidence about academic development