Using Action Research to Improve Learning and the Classroom Learning Environment

Cunningham, Billie

doi:10.2308/iace.2008.23.1.1

Cited by 67 publications

(83 citation statements)

References 6 publications

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“…A study by Cunningham (2008) provided mixed results as to students' perceptions of RRD but found that a majority of the students studied indicated that the devices added interest to the class. Findings by Robinson (2006), Robinson and Ritzko (2006), and Bode et al (2009) also indicated that most students reported increased class participation when clickers are used in the course.…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring clicker impact on student perceptions of course and instructor

Stevens

Fontenot

2017

IJIL

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Abstract:Recent research has shown that students have positive opinions regarding the use of remote response devices ('RRD's), commonly known as 'clickers', in the classroom. Studies indicate that clickers are effective, help students engage, and improve the overall learning process. This research focuses on measuring the size of the impact of clickers, via the effect size index, on student perceptions of the instructor and course. Results indicate that student opinions of clickers are definitely related to student opinions about course and instructor. That is, the two concepts are not independent. Furthermore, the use of clickers has numerous small, medium, and large effects on various student perceptions about the instructor and the course. These results can be generalised to other studies via the effect size index and its standardised measurement scale. Some demographic differences in perceptions about clickers are also discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Measuring clicker impact on student perceptions of course and instructor

Stevens

Fontenot

2017

IJIL

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“…In this type of lecture, the focus is on the lecturer, and the students are not compelled to be actively involved in the learning process (Cooper and Robinson, 2000;Killen, 2010). It was found that a lecturer-centred approach transfers information less efficiently, and is less effective in the long term than more interactive and participatory methods, as students generally only remember 10-20 per cent of what they hear (Biggs, 2000;Cooper and Robinson, 2000;Cunningham, 2008;Killen, 2010). The student-centred approach (in many ways, the antithesis of the lecturer-centred approach) has proved to be a more effective way of transferring skills and literacy to new generation students (Cooper and Robinson, 2000;Killen, 2010) in that it gets them actively involved in the learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is growing consensus among researchers about the positive effects of co-operative learning on student achievement (Aziz and Hossain, 2010;Ballantine and Larres, 2009;Ballantine and Larres, 2007;Johnson and Johnson, 1987;Slavin, 1996). In that students learn from one another by hearing, thinking about and reasoning through opposing points of view, also contributes to development of higher-order thinking (Cunningham, 2008). Studies conducted in accounting education have indicated that cooperative learning approaches are essential for the development of key professional skills in accounting students, as teamwork is considered to be very important by prospective employers (Ballantine and Larres, 2007;Barac, 2009;Bui and Porter, 2010;Gabbin and Wood, 2008;Hall et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Action research has already been used by educators as a methodology to evaluate and bring about changes to their teaching approaches (Cunningham, 2008;Paisey, 2005, 2003). In accounting education specifically, action research has also been used as an approach to bring about positive change, through an iterative and reflective process (Baker and Logan, 2006;Hazelton and Haigh, 2010;Herington and Weaven, 2008;Kaplan, 1998;Paisey, 2005, 2003).…”

Section: Action Researchmentioning

confidence: 99%

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Student-centred approach to teaching large classes: friend or foe?

Kirstein

Kunz

2015

Meditari Accountancy Research

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Purpose -The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the "chalk-and-talk" of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios. Design/methodology/approach -Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology. Findings -It was found that "non-standard" teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students' overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with.Research limitations/implications -Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students' normal learning processes have been achieved as a result of the initiatives. Originality/value -The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.

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“…Some see it as a more clear-cut concept, yet they define it with a similar complexity. For example, according to Cunningham (2008), action research "is a value-driven, cyclical, and transformative process that uses intervention in a setting, based on observation and theoretical constructs, to alleviate an observed problem or to increase the effectiveness of a practice in the setting" (p. 1).…”

Section: Action Researchmentioning

confidence: 99%

The Self-Action Leadership Model: A Qualitative, Nomological Expansion of Self-Leadership Theory Rooted in Action Research Theory

Jensen¹,

Neck

Beaulieu

2016

Preprint

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Abstract:In 2015, the Self-Action Leadership Theory-a qualitative, nomological expansion of selfleadership theory rooted in atmospheric and astronomical metaphor aimed at expanding the personal freedom of individuals, organizations, and nations by bolstering the existential growth of individuals through a series of Maslow-esque stages of holistic, personal development. This article introduces an accompanying, practitioner-based Model of Self-Action Leadership (SAL) aimed at the implicit enhancement of a holistic range of administrative processes through explicit training, mentoring, and coaching in the model's general and universally-applicable principles and practices. The SAL model produces an original construct of personal leadership practice that builds upon the extant self-leadership academic canon, which dates back to 1983 (Manz, 1983). It also provides an analogue to four of the five core processes of Project Management by positioning a self-action leader (an individual) as the ongoing "project" at hand. The SAL Model is rooted in action research and was developed through a variety of self-oriented, action research projects in conjunction with a comprehensive, qualitative, analytical autoethnographic study of a scholar's life experiences.

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Using Action Research to Improve Learning and the Classroom Learning Environment

Cited by 67 publications

References 6 publications

Measuring clicker impact on student perceptions of course and instructor

Measuring clicker impact on student perceptions of course and instructor

Student-centred approach to teaching large classes: friend or foe?

The Self-Action Leadership Model: A Qualitative, Nomological Expansion of Self-Leadership Theory Rooted in Action Research Theory

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