Engaging students in learning : an application with financial modelling

Abstract

Without denying the significance of traditional lectures and tutorials in postgraduate education, an increasing number of academics are recognising the value of practical sessions, applied research projects, small-group learning and WebCt. Like many Australian universities, UWS actively recruit overseas fee paying students. Although all students admitted will have passed written English language tests, a large proportion will have very limited English conversational skills. For these students a mass lecture is almost useless and a crowded tutorial will be an agonizing and embarrassing experience, particularly where they are forced to answer questions or make a presentation. By recognising that each person processes information differently, by reducing student’s anxiety towards the unit and by making teaching accessible to students of multiple learning styles, the lecturer can give all students a better chance of successfully completing the unit. This paper looks at the links between the multiple learning activities adapted in Financial Modelling to the students’ academic performance and their attitude towards the unit