Using a course redesign to address retention and performance issues in introductory accounting

Spiceland, Charlene P.; Spiceland, J. David; Schaeffer, Sam

doi:10.1016/j.jaccedu.2014.12.001

Cited by 34 publications

(18 citation statements)

References 20 publications

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“…Applying course redesign strategies is another effective way for instructors to appropriately transition their face-to-face courses to online courses and successfully integrate technology into the online courses. Furthermore, course redesign reduces cost and raises retention rates (Gilroy, 2006; Spiceland, Spiceland, & Schaeffer, 2015). Aligned with principles of andragogy, course redesign strategies support the use of interactive learning in online settings with the use of multimedia tools (Twigg, 2003).…”

Section: Resultsmentioning

confidence: 99%

Issues and Challenges for Teaching Successful Online Courses in Higher Education

Kebritchi

Lipschuetz

Santiague

2017

Journal of Educational Technology Systems

806

640

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Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper’s framework was conducted to identify such issues. Three major categories of findings were identified: issues related to online learners, instructors, and content development. Learners’ issues included learners’ expectations, readiness, identity, and participation in online courses. Instructors’ issues included changing faculty roles, transitioning from face-to-face to online, time management, and teaching styles. Content issues included the role of instructors in content development, integration of multimedia in content, role of instructional strategies in content development, and considerations for content development. To address these challenges in online education, higher education institutions need to provide professional development for instructors, trainings for learners, and technical support for content development.

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Section: Resultsmentioning

confidence: 99%

Issues and Challenges for Teaching Successful Online Courses in Higher Education

Kebritchi

Lipschuetz

Santiague

2017

Journal of Educational Technology Systems

806

640

View full text Add to dashboard Cite

show abstract

“…For instance, near half of the universities offering anatomical classes are concerned about cadaveric exposure and practical sessions (Longhurst et al 2020). On top of that, practical sessions create a window of opportunities for students to retain knowledge, and it affects students' engagement so that the lack of practical sessions may decrease the efficiency of the learning process (Spiceland et al 2015).…”

Section: Lack Of Practical Classesmentioning

confidence: 99%

An extended hesitant fuzzy set using SWARA-MULTIMOORA approach to adapt online education for the control of the pandemic spread of COVID-19 in higher education institutions

et al. 2021

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The world has been challenged since late 2019 by COVID-19. Higher education institutions have faced various challenges in adapting online education to control the pandemic spread of COVID-19. The present study aims to conduct a survey study through the interview and scrutinizing the literature to find the key challenges. Subsequently, an integrated MCDM framework, including Stepwise Weight Assessment Ratio Analysis (SWARA) and Multiple Objective Optimization based on Ratio Analysis plus Full Multiplicative Form (MULTIMOORA), is developed. The SWARA procedure is applied to the analysis and assesses the challenges to adapt the online education during the COVID-19 outbreak, and the MULTIMOORA approach is utilized to rank the higher education institutions on hesitant fuzzy sets. Further, an illustrative case study is considered to express the proposed idea's feasibility and efficacy in real-world decision-making. Finally, the obtained result is compared with other existing approaches, confirming the proposed framework's strength and steadiness. The identified challenges were systemic, pedagogical, and psychological challenges, while the analysis results found that the pedagogical challenges, including the lack of experience and student engagement, were the main essential challenges to adapting online education in higher education institutions during the COVID-19 outbreak.

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“…The importance of the first accounting course should not be overlooked. In fact, the first (introductory) accounting serves as the gateway to a business or accounting career (Abbott & Palatnik, 2018;Pathways Commission, 2012;Spiceland et al, 2015). The structure and teaching of Introductory Accounting poses significant challenges with a variety of issues needing consideration.…”

Section: The First Accounting Coursementioning

confidence: 99%

Innovative Techniques and the Integrated Model of Teaching the First Accounting Course for English as Second Language learners

2020

EJS

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Across the world, the first accounting course provides serious challenges for teaching. These arise from powerful negative perceptions which include the anxiety associated with tertiary-level study and the differing backgrounds or majors of students required to take the course. This paper outlines some examples of nontraditional teaching techniques and highlights how the course could be best structured to overcome such negative views while at the same time responding to the changes in the industry. The design and content of the proposed course emphasizes the USER approach and is directed to English as second language learners. This is a case study in an Australian offshore campus and is the end result of the progressive improvement in the structure and delivery of the course.

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Using a course redesign to address retention and performance issues in introductory accounting

Cited by 34 publications

References 20 publications

Issues and Challenges for Teaching Successful Online Courses in Higher Education

Issues and Challenges for Teaching Successful Online Courses in Higher Education

An extended hesitant fuzzy set using SWARA-MULTIMOORA approach to adapt online education for the control of the pandemic spread of COVID-19 in higher education institutions

Innovative Techniques and the Integrated Model of Teaching the First Accounting Course for English as Second Language learners

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