Using Interactive Whiteboards in Teaching Retail Mathematics

Greene, Marla; Kirpalani, Nicole

doi:10.2753/mer1052-8008230108

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…On the positive side, poor quantitative, statistics and numeracy skills (and apparent interest) among marketing majors (Tarasi et al, 2012) have resulted in a myriad of cross-departmental creative teaching innovations for undergraduates and MBA students (Brennan and Vos, 2013;Gruca, 2000;Saber and Foster, 2011). Innovative pedagogical tools and methods to improve the "less quantitative minded" business student' have resulted in whiteboards in the classroom (Greene and Kirpalani, 2013), stand-alone self-study tutorials (Chen et al, 2012) and innovative class modules to improve numeracy (Ganesh et al, 2010). The financial literacy literature appears to have a gap in cutting edge pedagogical tools (see Lusardi et al, 2017 for an exception), and researchers have called for more creative methods in the classroom (Goetz et al, 2011;Huhmann and McQuitty, 2009).…”

Section: Financial Literacy and Studentsmentioning

confidence: 99%

Improving financial literacy in college of business students: modernizing delivery tools

Kuntze

Wooldridge

et al. 2019

IJBM

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Purpose The purpose of this paper is to develop and test through an experiment, an innovative online video teaching module that significantly improves financial literacy in college of business students. Specific business major financial literacy levels are also tested. Design/methodology/approach A total of 244 college of business students were given a financial literacy test. Half of the students were exposed to the “treatment” (watched a video module), while other half were not. The videos comprised 67 min of micro-lectures that students could download, free of charge, at their own convenience. The researchers analyzed the impact of a previous personal finance course on students’ financial literacy levels and tested across four business majors. Findings The video intervention was the most successful at increasing financial literacy, surprisingly more so than having taken a past personal finance course. Interaction effects were not significant. Four college majors were tested with a shorter, improved financial literacy measure – finding, to our surprise that non-quantitative business majors (particularly marketing students) are not less financially literate than other majors. Supporting past research, the authors found that female and African-American college students performed significantly lower on the test. Originality/value The research adds value to the literature by developing and testing a modern, novel teaching innovation to improve financial literacy in young adults. Using an experimental setting, the authors showed that the innovation was more effective than the commonly proscribed personal finance course. This is one of the few studies to measure financial literacy levels for specific college of business majors.

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Section: Financial Literacy and Studentsmentioning

confidence: 99%

Improving financial literacy in college of business students: modernizing delivery tools

Kuntze

Wooldridge

et al. 2019

IJBM

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“…In response to the challenges facing the lecture class and contrasting to alternatives that eliminate the live lecture, there are proposals for new uses of new technologies to help make the lecture class session more engaging (e.g., classroom response systems, Garver & Roberts 2013; Malefyane et al, 2014; interactive whiteboards, Greene & Kirpalani, 2013; animations, Chan, 2013). The teaching innovation proposed in this article, VIDS, focuses on the “transmission” element of the lecture (didactic content from the lecturer to students)—how to make that more engaging and educationally effective for students.…”

Section: Vidsmentioning

confidence: 99%

Revitalizing the Live Lecture Class With Instructor-Created Videos

Alpert

2016

Sage Open

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Today, the lecture class as a format for higher education is under attack more than ever. This article addresses the research question of how lectures can be modernized and revitalized through new uses of digital technology-in particular, video. Critics of lecturing have for a long time observed that lecture classes can be weak on student engagement and motivation to attend class. This article introduces one way to help modernize and revitalize the live lecture class session, a new conceptualization of the instructor-created video. Instructor-created videos are defined and distinguished from current hybrid and alternative forms of technology integration that are proliferating in higher education such as flipped and blended classrooms. Many, if not most, videos used in lectures are "third party videos" (made by others), whereas instructor-created videos are "first party videos." The author develops and defines the concept of VIDS (Videos Instructor Designed and Starring). VIDS examples illustrate the concept from the author's experience in a course with 158 students. Student feedback based on survey results is positive. Suggestions for making better videos are offered based on the implementation experience. The VIDS innovation is discussed within the context of the "crisis of the lecture" and offered as one tool to help modernize and revitalize the live lecture class.

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“…The functions of the IWB extend beyond previous teaching tools such as the conventional dry-erase whiteboard, computer, or a projector and screen (Glover & Miller, 2001), and many studies have shown that the use of an IWB in class has a positive effect on student learning (Amiri & Sharifi, 2014; Digregorio & Sobel-Lojeski, 2010; Greene & Kirpalani, 2013; Hall & Higgins, 2005; Hora & Anderson, 2012; Katwibun, 2014; McQuillan, Northcote, & Beamish, 2012; Şad, 2012; Turan, 2014; Türel & Johnson, 2012; Wall, Higgins, & Smith, 2005; Warwick, Mercer, & Kershner, 2013). Accordingly, enhancing teaching interactivity by using the multiple functions of IWBs—and thus contributing to student learning—is what the public expects when schools incorporate the IWB into instruction.…”

mentioning

confidence: 99%

The Effect of the Interactive Functions of Whiteboards on Elementary Students’ Learning

Luo

Yang

2016

Journal of Educational Computing Research

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In recent years, the interactive whiteboard (IWB) has been regarded as the most prominent information and communication technology auxiliary instruction device. It is touted as elevating the traditional teaching environment to a digital teaching environment because of its highly interactive features. The purpose of this study is to investigate elementary students' perceptions of their teachers' use of the different IWBs' interactive functions in class and the effect of different IWB's interactive uses on students' learning attitudes. The findings showed that teachers' use of the IWBs' basic interactive function helps students develop positive learning attitudes, including enjoyment of learning, usefulness of IWB, and willingness to learn. However, such effects from the use of the IWB's advanced interactive functions were not as clear, particularly the effects on usefulness of IWB and willingness to learn. Moreover, the students' personal experience operating the IWB had an effect on their enjoyment of learning and willingness to learn. The article concludes by offering some recommendations concerning integrating the IWB into instruction.

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Using Interactive Whiteboards in Teaching Retail Mathematics

Cited by 6 publications

References 5 publications

Improving financial literacy in college of business students: modernizing delivery tools

Improving financial literacy in college of business students: modernizing delivery tools

Revitalizing the Live Lecture Class With Instructor-Created Videos

The Effect of the Interactive Functions of Whiteboards on Elementary Students’ Learning

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