Using Video-Based Instruction To Integrate Ethics Into The Curriculum

Sedaghat, Ali M.; Mintz, Steven; Wright, George M.

doi:10.19030/ajbe.v4i9.5620

“…Research includes the study of various approaches to ethics training (Armstrong, Ketz & Owsen 2003;Cameron & O'Leary 2015;Dobie & Plant 2014;Ghaffari, Kyriacou & Brennan 2008;Gray, Bebbington & McPhail 1994;Jackling et al 2007;Langlois & Lapointe 2010;Liu, Yao & Hu 2012;Massey & Van Hise 2009;O'Leary 2012;Rossouw 2013;Spurgin 2004;West & Buckby 2020), as well as various studies that assess the impact that the timing, duration, faculty of the presenter, training methods, underlying ethics theories, different learning outcomes, etc. (Blanthorne, Kovar & Fisher 2007;Christensen, Cote & Latham 2018;Collins, Weber & Zambrano 2014;Harasym et al 2013;Loeb 1991;Madison & Schmidt 2006;Mintz 1995;Peursem & Julian 2006;Preuss 1998;Sedaghat, Mintz & Wright 2011;Sorensen, Miller & Cabe 2017) have on the effectiveness of the training.…”

Section: Introductionmentioning

confidence: 99%

Towards inclusive teaching and learning practices: A guideline for commerce academics

Musundwa

2024

Rethinking Commerce Education in South Africa: The Case for Change to Develop Future-Fit Business Leaders

2

0

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Peer-review DeclarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editors and were independent of the volume editors, with the identities of the reviewers not revealed to the editors or authors. The reviewers were independent of the publisher, editors and authors. The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's volume editors to improve the manuscript. Where the reviewers recommended revisions and improvements, the volume editors and authors responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThis book intends to advance and enhance knowledge on the future of commerce education in South Africa and to allow relevant scholars from South African commerce faculties the opportunity to share their original scholarly research on how to best position commerce education in South Africa. The aim is to share the relevant research as widely as possible to optimally serve the interests of both academics and students, as well as to address the dynamic changes taking place in the world of work.Since 2010, the global business environment has changed significantly, a trend that has accelerated since the outbreak of the coronavirus disease 2019 (COVID-19) pandemic and beyond. Internationally, business schools have already rethought or are in the process of rethinking and restructuring their programme offerings, curricula, modes of delivery and research foci to adapt to the changing global business environment. Even though international research on this subject field has accelerated over the past two to three years, very limited research has been carried out on the topic of how and where South African commerce faculties should position themselves. Despite individual and more narrowly focused research by South African scholars on management, accounting and economic education, comprehensive research on how we as a collective should strengthen and position our programmes in this rapidly changing global and business environment is still in short supply. Although South African commerce faculties have gradually started to adapt to these changes, the progress has been slow, ad hoc and uncoordinated. This book aims to fill this gap by sharing original scholarly research on relevant topics from a range of institutions with a wider audience. This book's contribution lies in covering a wide range of innovative topics under several broad themes. These broad themes include the rationale on why it is impo...

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“…Research includes the study of various approaches to ethics training (Armstrong, Ketz & Owsen 2003;Cameron & O'Leary 2015;Dobie & Plant 2014;Ghaffari, Kyriacou & Brennan 2008;Gray, Bebbington & McPhail 1994;Jackling et al 2007;Langlois & Lapointe 2010;Liu, Yao & Hu 2012;Massey & Van Hise 2009;O'Leary 2012;Rossouw 2013;Spurgin 2004;West & Buckby 2020), as well as various studies that assess the impact that the timing, duration, faculty of the presenter, training methods, underlying ethics theories, different learning outcomes, etc. (Blanthorne, Kovar & Fisher 2007;Christensen, Cote & Latham 2018;Collins, Weber & Zambrano 2014;Harasym et al 2013;Loeb 1991;Madison & Schmidt 2006;Mintz 1995;Peursem & Julian 2006;Preuss 1998;Sedaghat, Mintz & Wright 2011;Sorensen, Miller & Cabe 2017) have on the effectiveness of the training.…”

Section: Introductionmentioning

confidence: 99%

Unlocking the power of micro-credentials in commerce degrees: A practical example

Steyn,

Eybers

2024

Rethinking Commerce Education in South Africa: The Case for Change to Develop Future-Fit Business Leaders

0

View full text Add to dashboard Cite

Peer-review DeclarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editors and were independent of the volume editors, with the identities of the reviewers not revealed to the editors or authors. The reviewers were independent of the publisher, editors and authors. The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's volume editors to improve the manuscript. Where the reviewers recommended revisions and improvements, the volume editors and authors responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThis book intends to advance and enhance knowledge on the future of commerce education in South Africa and to allow relevant scholars from South African commerce faculties the opportunity to share their original scholarly research on how to best position commerce education in South Africa. The aim is to share the relevant research as widely as possible to optimally serve the interests of both academics and students, as well as to address the dynamic changes taking place in the world of work.Since 2010, the global business environment has changed significantly, a trend that has accelerated since the outbreak of the coronavirus disease 2019 (COVID-19) pandemic and beyond. Internationally, business schools have already rethought or are in the process of rethinking and restructuring their programme offerings, curricula, modes of delivery and research foci to adapt to the changing global business environment. Even though international research on this subject field has accelerated over the past two to three years, very limited research has been carried out on the topic of how and where South African commerce faculties should position themselves. Despite individual and more narrowly focused research by South African scholars on management, accounting and economic education, comprehensive research on how we as a collective should strengthen and position our programmes in this rapidly changing global and business environment is still in short supply. Although South African commerce faculties have gradually started to adapt to these changes, the progress has been slow, ad hoc and uncoordinated. This book aims to fill this gap by sharing original scholarly research on relevant topics from a range of institutions with a wider audience. This book's contribution lies in covering a wide range of innovative topics under several broad themes. These broad themes include the rationale on why it is impo...

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“…Keeping in view the difficulty of students in learning abstract concepts of social studies subject through traditional teaching methods, one understands the usefulness of ICTs in this regard. The use and application of different ICT tools, such as educational videos and games, into teaching, work best in enhancing learning of students (Sedaghat, Mintz, & Wright, 2011). Therefore, this study was planned with the objectives: …”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Educational videos and Games for the concept clarity and understanding of social studies subject: An intervention study

Khurshid

¹

,

Bibi

²

2020

Pak. j. educ.

1

0

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Information and Communication Technology (ICT) is considered a key requirement for learners as it augments their learning. This study investigated the effectiveness of utilising educational videos and games into teaching for better understanding and concept clarity of students in the subject of Social Studies. This experimental study was conducted in two Government Secondary schools, for four weeks on a sample size of fifty-eight students of class eight. Different topics from Social Studies subject were taught to the sample with the help of educational videos and games. The difference between the concept understanding of control and experimental group students was calculated through t-tests. The significant values of t-tests(0.00) and effect size(r=0.96) indicated that teaching through educational videos and games helped students in better way for their clarity of abstract and complex concepts of Social Studies subject. In the focus group discussion, students mentioned that teaching with educational videos and games helped them in understanding the difficult concepts of Social Studies and developed their interest in the subject.

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Using Video-Based Instruction To Integrate Ethics Into The Curriculum

Cited by 9 publications

References 11 publications

Towards inclusive teaching and learning practices: A guideline for commerce academics

Towards inclusive teaching and learning practices: A guideline for commerce academics

Unlocking the power of micro-credentials in commerce degrees: A practical example

Effectiveness of Educational videos and Games for the concept clarity and understanding of social studies subject: An intervention study

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