Teaching basic spreadsheet skills with peer tutoring

Lantushenko, Viktoriya; Lipton, Amy F.; Erkis, Todd

doi:10.1108/mf-06-2017-0234

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…A good spreadsheet design will minimize or perhaps eliminate these errors [19]. Lipton et al [20] did a study on business school students by implementing a peer tutoring basic Excel knowledge to students with minimum skills and knowledge which struggles to perform even a simple task. Learning Excel is similar to learning a language.…”

Section: Introductionmentioning

confidence: 99%

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Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

Sadikin

Mustaffa

Hasbullah

et al. 2021

Int. J. Emerg. Technol. Learn.

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The Introduction to Engineering (ITE) and Industrial Seminar and Profession (ISP) courses conducted at School of Chemical and Energy Engineering, Universiti Teknologi Malaysia, are integrated courses which implement the Cooperative Problem-based Learning (CPBL) methods in the same semester. Based on this integrated courses, the main aim of this paper is to investigate the qualitative impact of spreadsheet hands-on seminar on the first year students' digital skill. At the beginning of the semester, students are given sustainability-based project to work on, which requires them to collect and to report the data in a series of presentations and written reports. In order to present those data, they need to use analysis tools such as a spreadsheet software. The students are introduced with some in-depth applications of the Microsoft Excel software through the seminar sessions in the ISP course. With the knowledge that the students gain, they are expected to implement it in the CPBL project. A qualitative approach has been adopted to implement the study. Student’s reflections were used as the data source to identify common attributes that they have managed to gain from seminar sessions. This study has found that all students had primarily learned about digital skills. They perceived hand-on activity during the seminar as a good platform to acquire knowledge on basic calculation and developed learning skill on Excel. Moreover, students recognized the skills they are learning will be useful in other courses and future careers.

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Section: Introductionmentioning

confidence: 99%

“…Learning Excel is similar to learning a language. Therefore, students can benefit from the personal tutoring sessions conducted [20].…”

Section: Introductionmentioning

confidence: 99%

Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

Sadikin

Mustaffa

Hasbullah

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…Meanwhile, this result opposes the findings of Makgato (2014) where the majority of the teacher-respondents (21 out of 24 participants) indicated that they can use MS Excel spreadsheets. Nonetheless, Lantushenko, et. al (2018) emphasized that the knowledge of spreadsheet tools like Microsoft Excel is a valuable skill to have.…”

Section: Resultsmentioning

confidence: 99%

Level of Ict Readiness Among Faculty Members of Local City College: Basis for an Intervention Program Development

Marquez

2024

Proceedings of the International Conference on Social Sciences

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The teachers' Information and Communications Technology (ICT) knowledge and skills help them to be more efficient in performing their tasks, ensure effective learniung to students, and adhere to ICT advancements and competency. The study aimed to determine the level of ICT readiness of the 18 faculty members of the Local City College during the school year 2021-2022 based on profile: age, number of ICT training hours attended, length of service, and sex. A modified survey questionnaire was used to measure ICT readiness in terms of ICT knowledge (through Self-Administered Questionnaire) and ICT skills (through skills demonstration), which were derived from the National ICT Competency Standard of the Commission on Information and Communications Technology and the Computer Literacy Questionnaire. It made use of descriptive-quantitative and qualitative designs. The findings revealed that the faculty were knowledgeable and skilled in basic ICT. The common themes derived from the resulting discrepancy between ICT knowledge and ICT skills were wrong perceptions or assumptions, confusion on the unfamiliar/technical words/terms, and low confidence level which was associated with the random response bias. It was concluded that teachers were skilled and knowledgeable equally or similarly ready in ICT, whether they were clustered according to sex, age groups, number of ICT training hours attended, and length of service in using common computer applications in the basic skills set, namely: Word Processing, Presentation, ICT Basics, Internet Skills, Computer ethics, security, and spreadsheets. Furthermore, the study recommended an intervention program to be conducted among faculty members of the local city college to prepare teachers to be highly knowledgeable and skilled in ICT.

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“…Payne and Tanner (2011) stress the need for finance students to apply statistical and computer analysis tools to the real world. Technical analysis in finance often relies heavily on using Microsoft Excel® (Lantushenko et al, 2018); our application allows the undergraduate analysts to apply their learned Excel skills and offers executive students the opportunity to observe, critique and learn about financial analysis in Excel. These tools enhance both graduate and undergraduate students' marketability and develop skills that can later be adapted for the workplace.…”

Section: Applications Of Experiential Learning In Financementioning

confidence: 99%

Buying subject-matter expertise: an innovative approach to business classes

English

Gordon

2020

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PurposeThis paper introduces a new instructional design for executive programs that combined a flipped classroom methodology and experiential learning to address the challenge of teaching highly technical material in a compressed time frame. In practice, when decision-making executives lack technical expertise and face a highly technical problem, they contract for subject-matter expertise (SME) within the firm or through hiring consultants. The authors show how this can be done in a classroom setting to enhance the learning experience.Design/methodology/approachThe classroom approach utilizes students from other programs as analysts for executive MBA (EMBA) teams faced with case analysis that involves technical issues in finance. The analysts act as subject-matter experts for the EMBA students.FindingsExecutive student learning is not eroded by relying on the analysts, and, moreover, the use of analysts enhances EMBA student understandingPractical implicationsExecutives are able, in a short time frame, to produce high quality analysis by utilizing the subject-matter experts. Executives also learn how to ask the right questions and evaluate the quality of the analysis created by the subject-matter experts. The subject-matter experts, who are also students, derive added benefits of an employment experience in finance, learning how to interpret instructions about the analysis and how to respond to feedback.Originality/valueThe paper illustrates a new course design where the course's technical analysis aspects mimic work environments enhancing student learning.

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Teaching basic spreadsheet skills with peer tutoring

Cited by 7 publications

References 8 publications

Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

Level of Ict Readiness Among Faculty Members of Local City College: Basis for an Intervention Program Development

Buying subject-matter expertise: an innovative approach to business classes

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