5,732 research outputs found

    Improving Retention for Principles of Accounting and Elementary Statistics Students: Ultra-Short Tutorials Designed to Motivate Effort and Improve Performance

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    This dissertation reports on two supplemental instruction implementations in courses with high failure rates. In study one, 27 ultra-short on-line tutorials were created for Principles of Accounting II students (N = 426). In study two, 21 tutorials with a similar design were created for Elementary Statistics students (N = 1,411). Accounting students were encouraged by their instructor to use the resource, but statistics students only saw a brief demonstration by the researcher. Neither course gave students credit for using the tutorials. In study one, 71.4% of the accounting students used the tutorials. Students who used the tutorials had dramatically lower drop rates and better pass rates. Tutorial use was correlated with exam scores, although the effect was moderate. Tutorial use remained at high levels two years after implementation without instructors promoting use of the resource. Course grades were higher for the two-year period after implementation compared to the two years prior to implementation. In study two, statistics sections were randomly assigned to intervention (tutorials; 695 students) or control (716 students). There were no significant differences in drop rates or average grades between intervention and control sections. On average, 46.0% of the intervention students used the tutorials. Users were less likely to drop and more likely to pass compared to non-users and control students; these differences were especially pronounced among low-achieving students. Tutorial use was correlated with slightly higher exam scores, but only for low achievers. The lack of differences between intervention and control sections may have been due to the drop off of usage after the first exam and the small learning effect only accruing to the relatively small number of low achievers. Participants reported the tutorials as “important to their course achievement” more often than other course resources. The important features of the tutorials were convenience (24/7 Internet access), efficiency of learning, and clear instruction. These studies suggest that the magnitude of the learning effect of the ultra-short tutorials depends on the tutorial topics, instructor promotion of the resource, and whether or not they are implemented in a course in which students feel the need to seek extra instruction

    Proceedings of the 1st international workshop on software process education, training and professionalism (SPETP 2015)

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    These Proceedings contain the papers accepted for publication and presentation at the first 1st International Workshop on Software Process Education, Training and Professionalism (SPETP 2015) held in conjunction with the 15th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2015), Gothenburg, Sweden, during June 15-17, 2015. During the 14th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2014) held in Vilnius, Lithuania, at a post conference dinner, a group of key individuals from education and industry started to discuss the challenges faced for software process education, training and professionalism, especially with the background of the new modes of learning and teaching in higher education. Further discussions held post conference with key players in the relevant professional and personal certification fields led to a consensus that it is time for the industry to rise to the new challenges and set out in a manifesto a common vision for educators and trainers together with a set of recommendations to address the challenges faced. It was therefore agreed co-located the 1st International Workshop on Software Process Education, Training and Professionalism with the 15th International Conference on Software Process Improvement and Capability dEtermination. This workshop focused on the new challenges for and best practices in software process education, training and professionalism. The foundation for learning of software process should be part of a university or college education however software process is often treated as ‘add one’ module to the core curriculum. In a professional context, whilst there have been a number of initiatives focused on the certification related to the software process professional these have had little success for numerous reasons. Cooperation in education between industry, academia and professional bodies is paramount, together with the recognition of how the education world is changing and how education is resourced, delivered (with online and open learning) and taken up. Over the next 10 years on-line learning is projected to grow fifteen fold, accounting for 30% of all education provision, according to the recent report to the European Commission on New modes of learning and teaching in higher education. It is a great pleasure to see the varied contributions to this 1st International Workshop on Software Process Education, Training and Professionalism and we hope that our joint dedication, passion and innovation will lead to success for the profession through the publication of the manifesto as a key outcome from the workshop. On behalf of the SPETP 2015 conference Organizing Committee, we would like to thank all participants. Firstly all the authors, whose quality work is the essence of the conference, and the members of the Program Committee, who helped us with their expertise and diligence in reviewing all of the submissions. As we all know, organizing a conference requires the effort of many individuals. We wish to thank also all the members of our Organizing Committee, whose work and commitment were invaluable

    A theory of effective computer-based instruction for adults

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    Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of non-traditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI

    Office technology : bridging to the future

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    196, xxiii leaves ; 29 cm.No abstract

    Educational Considerations, vol. 10(2) Full Issue

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    Educational Considerations, vol. 10(2) Spring 1983 - Full issu

    A guide to computer-based training for the graphic arts industry

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    Industry in the United States is facing one of the greatest hurdles of all time, that of retraining its work force. The printing industry, in particular, faces a continuing lack of experienced and knowledgeable people. It has begun cooperative efforts to retrain workers in the basic skills needed to run a printing operation. Subjects like basic math, accounting, writing, and sciences round out the curriculum. Also on the scene are entrepreneurial training firms. Off-site training typically goes for 250350perpersonperday;theonsiteinstructiongoesfor250-350 per person per day; the on-site instruction goes for 400 and up. And then there are options like computer-based tutorials. A firm in San Francisco ships an animated lesson on chokes and spreads to desktop publishers for $20. The demand for this packaging of instructional material has been high. But is it effective

    An empirical study of the use of computer-based material for the teaching of the listening skill in English as a second language to students of a higher education institution in Malaysia

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    The primary concern of the present study was to investigate the effective uses of computer-based software in teaching the listening skill in English as a Second Language (ESL) at higher education institutions. It aimed to find out if computer-based software can be used as a teacher replacement or supplement, either at the beginning or end of the listening lesson. This study also aimed to measure students' motivational reactions to instructional materials, to examine students' computer background, to examine any significant relationships between any of the variables and also to see if there are gender differences in any of these. In order to assess the effect of CALL use, an experimental study was carried out.The respondents consisted of 80 post-SPM students enrolled in Intensive English course at KUSZA, Malaysia. Two achievement post-tests and two sets of questionnaires were administered for data collection. The data results were analysed using SPSS (Statistical Package for Social Science) with statistical techniques of ANOVA, analysis of covariance, Pearson's product-moment correlation and t-tests for independent samples. The results of the study revealed that the way computerised material was used made a considerable effect on the achievement of the students. When it was used as a supplement at the beginning of the lesson, the students scored better results than those students received computerised treatment at the end of the lesson. When it was used as a teacher replacement, the students did not score well in the tests. The results also showed that non-computerised treatment was effective for teaching the listening skill.In the light of these results, certain recommendations were made for the teaching of the listening skill in ESL at KUSZA. It was recommended that computerised instruction be used as a supplement to teacher teaching at the beginning of the lesson rather than at the end of it. Further research is needed to be carried out with larger groups of respondents so that the findings can be generalised to other situations

    The impact of technology in accounting education: A systematic literature review

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    Technology developments led to major changes in the profession of accounting. In order to meet the profession needs and take advantage of information technologies, accounting education had to evolve. These technologies are essential to better support students and to provide a closer idea of the reality of accounting work. This study aims to systematically review the literature published between 2000 and 2020, related to the use of technology in accounting education. Moreover, it provides a bibliographic performance analysis, to evaluate the contributions to the research topic. Results show that technology is a valuable tool to enhance students’ learning, nonetheless it does not replace teachers. There is still room for improvement in incorporating technology in accounting education.O desenvolvimento tecnológico levou a grandes alterações na profissão de contabilidade. De forma a satisfazer as necessidades da profissão e tirar proveito das tecnologias de informação, a educação da contabilidade teve de evoluir. As tecnologias são essenciais para melhor apoiar os estudantes e proporcionar-lhes uma ideia mais próxima da realidade da profissão de contabilidade. Este estudo pretende fazer uma revisão sistemática da literatura publicada entre 2000 e 2020, relacionada com o uso da tecnologia na educação em contabilidade. Além disso, fornece uma análise bibliográfica de desempenho, com o intuito de avaliar as contribuições efetuadas para o tema do estudo. Os resultados revelam que a tecnologia é uma ferramenta valiosa na aprendizagem dos estudantes, apesar disso, não é substituto dos professores. Ainda há espaço para melhorias na incorporação da tecnologia na educação em contabilidade
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