Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students

Shauki, Elvia R.; Benzie, Helen Joy

doi:10.1080/09639284.2017.1300777

Cited by 10 publications

(7 citation statements)

References 30 publications

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“…Then the results should also be sent via email. Working in groups can improve student skills in communication and teamwork (Papageorgiou & Callaghan, 2020;Shauki & Benzie, 2017). This study reveals that lecturers can meet their academic needs and social emotions as Google sites create innovative teaching and learning with various ideas.…”

Section: Students Communication Skills In Online Learningmentioning

confidence: 92%

“…Communication skill is student communication ability in learning with the indicators written: oral communication, written communication, and presentation. The communication skill instruments used to refer to previous researches (Irafahmi et al, 2021;Shauki & Benzie, 2017;Yeh et al, 2019). There were 12 items representing the various aspects of communication skill was finalized.…”

Section: Methodsmentioning

confidence: 99%

“…At the same time, Facebook provides interactive teaching and learning. Both applications support colleague communication well (Malan, 2020;Shauki & Benzie, 2017). Students require innovative and interactive education and learning to achieve the learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

2022

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The transition from offline learning to online learning needs to be researched comprehensively. Accounting lessons, which were originally conducted face-to-face, were finally conducted online due to the COVID-19 pandemic. This study examines online learning using google meet on communication skills, student engagement, and student self-efficacy. The subjects of this study were students who took public sector accounting courses in their second year of study. Data collection was carried out using a google form distributed in public sector accounting classes. Paired t-test was used to analyze 120 student responses. The findings show that students' communication skills in online learning are increasing. Students can express their opinions and ideas using oral, written, and group presentations. However, online learning did not contribute to student engagement and student self-efficacy. They do not have clear learning targets because they do not have the pressure to be involved in online classroom activities. This implies that students have not realized that they should be involved in online learning. Other causes include low supervision by lecturers, and low awareness of students to learn. In addition, students are also unsure of their ability to do academic assignments. Based on these findings, this study provides significant implications for students and lecturers in choosing and using more appropriate online learning strategies to improve communication skills, student engagement, and self-efficacy.

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Section: Students Communication Skills In Online Learningmentioning

confidence: 92%

Section: Methodsmentioning

confidence: 99%

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Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

2022

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“…Thus, presentation is the process of communicating the work or information orally as knowledge obtained from the results of discussions through teamwork in each group. Oral presentation assignments are beneficial for all learners but especially beneficial for those with limited experience speaking in front of a larger audience [25].…”

Section: Learning Stagementioning

confidence: 99%

The Implementation of Social Studies Learning Model Based on Cultural Intelligence

Suharli¹,

Andriani²,

Fatmawati³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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Ethnic, cultural and religious diversity used to be the cause of conflict in society. Therefore, cultural intelligence is an indispensable competency, including the multi-ethnic Sumbawa community. The application of a cultural intelligencebased social intelligence learning model is carried out so that students have awareness and knowledge of religious and cultural diversity, have the motivation to work with friends of different religions and cultures and have tolerant behaviour towards friends of different religions and cultures. This research was conducted through the Isman learning design model. This research is still at the development stage, namely the limited trial stage conducted in class VIII at a SMPN in Sumbawa, Indonesia. The data were gathered by using questionnaires, interviews, observation, and documentation. The data analysis used descriptive qualitative techniques. The research findings are classified into five; (a) the input stage, describing the initial conditions of social studies learning; (b) the process stage, which describes the implementation of social studies learning based on cultural intelligence by both teachers and students; (c) the output stage, explaining the results of the implementation of the social studies learning model based on cultural intelligence both the level of involvement and learning outcomes of students; (d) the feedback stage, describes the process of evaluation and revision of the implementation of the learning syntax; and learning stages, describing the stages or syntax of the social studies learning model based on cultural intelligence.

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“…Preparing accounting students for life-long learning is important as it equips graduates with the necessary skills to pursue professional development opportunities throughout their careers (Shauki & Benzie, 2017). Specific teaching methods that have been applied in an effort to improve the learning process in accounting education include the use of case studies, role plays, group-based learning initiatives, peer and cooperative learning approaches and tasks focused on improving communication skills.…”

Section: Learning Approaches In Accountingmentioning

confidence: 99%

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study

Williams

Horner

Allen

2019

Accounting Education

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With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student's perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.

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Meeting threshold learning standards through self-management in group oral presentations: observations on accounting postgraduate students

Cited by 10 publications

References 30 publications

Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

Communication Skill, Student Engagement and Self-Efficacy: Flow on Effect on Student Online Learning

The Implementation of Social Studies Learning Model Based on Cultural Intelligence

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study

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