On-campus Classroom Research Articles

A Comparative Study of Effective Implementation Strategies for an Accounting Experiential Learning Program (AELP)

This study attempts to comprehensively address the formulated framework and the intricacies of the implementation of the Accounting Experiential Learning Program (AELP) in the specific context of the Diploma in Accountancy program. The AELP is based on an experimental design and uses three methods of implementation: on-campus classroom instruction, sessions in a practitioner’s office, and sessions in an on-campus office. The collaboration involves accounting students, faculty, practitioners, and university leadership. Real documents and Sage UBS accounting software are key components, with data collected through observation. AELP-M3, conducted in an on-campus office, proves to be the most suitable as it requires minimal supervision and provides a realistic environment. The results emphasise the active engagement of students in sorting documents, entering transactions and preparing financial statements. The research emphasises the importance of experiential learning to bridge the gap between theory and application in accounting education. Implications extend to increasing motivation, preparing graduates for the labour market and recommending the adoption of the AELP, with particular emphasis on the AELP-M3. This study introduces the novel AELP tailored to the Diploma of Accountancy program and contributes to the literature with a comprehensive review of experiential learning. Three different implementation methods are presented, of which AELP-M3 emerged as the most appropriate. The wide-ranging benefits of experiential learning for students, professionals, organisations and the university make AELP a valuable initiative in accounting education.

Online Vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A way forward for Post COVID-19 Era

The education sector was severely impacted due to the pandemic; thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students’ engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students’ engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested.

PREFERENCE DETERMINES PERFORMANCE: COMPARATIVE ANALYSIS OF STUDENTS’ PREFERENCE OF ON-CAMPUS AND ONLINE LEARNING AND THEIR ACADEMIC PERFORMANCE DURING COVID-19

On-campus and online learning modalities provide rich and diverse learning experiences to students with certain physical, psychological and Covid-19 limitations. Present study was carried out to compare the students’ preference of on-campus and online learning and their academic performance in both modes with the purpose of identifying the causes behind their choices. Mixed method research design was selected. 358 students from two public universities of Islamabad participated in research. The research instrument consisted of a mixed questionnaire containing close ended items followed by an open-ended research question. Results showed that majority of students preferred on-campus classroom learning. GPAs of students were better in online classes as compared to on-campus classes. Students favored on-campus learning due to good teacher-student relationships, better course content understanding, more class participation, high motivation, use of a variety of pedagogical practices, and more reliable assessment technique. Those students who favoured online classes said that it is easy to attend from any place, it saves travelling time and cost. Trainings may be provided to teachers about the use of various teaching strategies and suitable assessment techniques for online classes to enhance its effectiveness.

SWOT Analysis of Blended MOOC from Ghanaian University Instructors’ Perspectives

Through blended Massive Open Online Courses (b-MOOC/bMOOC), universities in the global south can integrate their courses wholly or partially with the global north for free. Despite adopting such a strategic move in higher education, instructors’ or tutors’ experiences have been rarely explored. The fundamental goal of this research was to ascertain how bMOOC is being used and how it can be incorporated into the on-campus classroom setting to enhance effective teaching and learning in higher educational institutions. The instrument used was mainly online interview question items containing elements of SWOT analysis. A purposively and multi-stage sampling technique was used to select the twenty-five (25) Instructors in the University of Cape Coast (UCC), Ghana who had already used the bMOOC instructional delivery strategy. The result showed that there were available facilitating conditions such as computers, internet access, and ICT laboratories. However, these were inadequate for the sustained and smooth implementation of bMOOC. It was revealed that the university could obtain numerous benefits if bMOOC is implemented appropriately at UCC. These benefits include expanding the distance education program, increasing student enrolment, reducing physical infrastructure costs, and enhancing its public image. It was recommended that before running bMOOC, universities must have and maintain reliable and robust internet connectivity, which should be made accessible to all users. Finally, the universities must make provisions for adequate ICT laboratories.

Portable Archives: Using Mobile Technology for Archival Education and Outreach in a Campus Community

Off-campus college and university archives face additional challenges when implementing educational and outreach initiatives. Travel difficulties for patrons, transportation issues for fragile materials, even inclement weather can play significant roles in whether a repository's materials can be used in an educational session in an on-campus classroom. This article explores the challenges an off-campus university archives encounters in incorporating its materials into the campus curriculum. In addition, this article discusses a technology-based solution devised by the university archivist to bring greater access to materials and engage the campus community in interactive archival education.

Executive Education in India: Current State and What Next?

Executive education that has metamorphosed itself as the convergence of technology, rich media and on-the-go learning has created an array of exciting choices before the busy executive to upskill herself at different stages of her career. The range of choices and price points does not necessarily come with a compromise in quality as world-class cutting-edge content is being beamed in on the mobile, in classroom and through the satellite. It is now possible for the executive to take both technical and non-technical courses at a place, time and duration of her choosing. The blended options allow on-campus classroom immersion along with virtual distance learning with a global learning cohort.

Broadening the Reach of Standardized Patients in Nurse Practitioner Education to Include the Distance Learner.

Using standardized patients (SP) presenting with a specific complaint has been a mainstay in health care education. Increased use of technology has facilitated the move of instruction from the on-campus classroom to distance learning for many nurse practitioner programs. Using interactive case studies provides distance learners SP encounters. This technologically facilitated encounter gives the distance learner the opportunity for integrative thinking and development of problem solving and clinical reasoning skills.

A comparison the factors affected on academic satisfaction of students between traditional learning and distance learning models

The traditional on-campus classroom environments and distance learning have been the issue of debate and research in recent years. This research has also focused on these models. The main purpose of this research was to determine the factors affecting academic satisfaction and also the differences in academic satisfaction between distance learning and traditional learning students in tourism management education at SDU. To reach of the present research, first the literature was consulted to provide a conceptual model. Appropriate to the research model, 5-point Likert type survey has been prepared. Through conducting a face-to-face interview with 110 students of traditional learning program and an online (via internet) interview with 82 students of distance learning program were collected in the academic year of 2014-2015. The data obtained from the students was analysed via the SPSS. For the pre-test, reliability and validity analysis was done. And independent samples t-test was also used to determine whether differences in academic satisfaction of two groups. At second stage, structural and convergent validity of the data have revealed with the factor analysis. Then, correlation analysis and regression analysis were used. As a result, the findings demonstrated that the significant relationship between independent variables and academic satisfaction and all hypotheses have been supported.Keywords: academic satisfaction, traditional learning, distance learning.

Active Learning Techniques in the Christian Education Classroom and in Ministry Contexts

This article presents results of an ongoing mixed method study involving doctoral students' perceptions of the use of Active Learning Techniques (ALTs) in both the on-campus classroom and in their particular ministry contexts. Respondents (N=58) include a wide range of ministry positions including senior pastors; ministers of youth, children, and music; and ministers of education. All received instruction in the use of ALTs in their doctoral studies and these approaches were modeled in teaching episodes. Participants in the study report using ALTs successfully in a local church setting.

Leading the Dance of Learning: Using Reflective Questions to Promote Community and Understanding in Classrooms

A major challenge facing teacher educators today is creating a field-based opportunity for pre-service educators in which they are able to connect with K-12 students and differentiate instruction to fit the unique needs, attitudes, and diversity of the classroom. This action-research study addresses this challenge by measuring the effectiveness of incorporating pre-lesson reflection questions as a strategy to consider pre-service undergraduate students’ needs prior to the planning of the lesson. Investigators were successful in utilizing this pre-reflective strategy within three distinct populations of pre-service undergraduate students. The investigators partnered with a group of undergraduate students early in their education program, a group of students just before their student teaching experience, and a group of seniors during their student teaching placements. The investigators and students participated in classroom discussions on information about pre-lesson reflection development, on-campus classroom exercises, and small group feedback conversations about lesson implementation, which enriched the connections between curriculum, classroom learning, and community.

Peer Tutoring in Web-based ConcepTests

The Physics Teacher ◆ Vol. 48, January 2010 39 classroom.10,11 It has been less clear how this instructional principle might be adapted to web-based courses and webbased course supplements. It has recently been demonstrated that the discussion phase of a ConcepTest sequence is the most critical component contributing to improved student understanding of the question.12 This is difficult to manage over a network. A chat utility is usually available as part of a learning management system (LMS). However, students who are in a chat discussion must be online at the same time. This compromises one of the advantages of web-based learning, which is that students can study any time of the day or night without synchronizing their activities with other students. We have been developing web-based teaching methods that are modeled after strategies that work well under oncampus classroom conditions. One of the most effective of these developments is our use of simulated social interactions, which make it possible to include methods such as ConcepTests in online learning materials. Here we describe how simulated social interactions work and present encouraging results of testing with online learners. The current structure of our system is built within LON-CAPA, a flexible LMS that was originally designed as an individualized, computer-delivered homework environment. However, the principles that we have identified can be easily adapted to most any LMS that is capable of handling a quiz. It is useful if the web pages comprising the online ConcepTest can be restricted to a sequence, so that students work through the pages in a predefined order. Similar to how a ConcepTest is presented in an on-campus classroom, the online ConcepTest begins by presenting the student with a multiple-choice question. Upon submitting an answer, the student receives an image of a histogram showing how students voted on the same question in the past. In addition to the histogram, the student is presented with a textentry box, and is asked to justify his or her choice with one or two sentences of text. When the student submits this justification, the LMS stores the justification, along with the student’s answer. The LMS then delivers a gallery of text responses, one for each possible answer, composed by students in the past. This appears on the same page as the student’s own response and a re-statement of the question. The student is asked to consider the response gallery and to then answer the question again. Upon submitting the second vote, the student receives a second histogram, along with an explanation of the correct answer. The all-important peer instruction step is replaced by the typed justification, provided by the student, and the gallery of responses, delivered by the LMS. This “simulated social Peer Tutoring in Web-based ConcepTests

Virtual Classroom Extension for Effective Distance Education

Key requirements of effective distance learning are interactivity among participants and the student's sense of presence in the classroom. This system meets those requirements, letting the instructor perceive remote students' body language and facial expressions as they listen and speak, and letting remote students participate in the on-campus classroom.

Optimizing Distance Education in Nursing

<h4>EXCERPT</h4> <P>Nurse educators have been offering distance accessible courses and programs for more than 30 years. Even as the delivery systems (print, audio, video, Internet) change, evidence indicates that outcomes comparable to those in the on-campus classroom can be attained, as reported by Mancuso-Murphy in this issue (pp. 252-260). “Next generation” distance learning technology is improving the learning environment by integrating desktop videoconferencing, handheld devices (personal digital assistants, cell phones), and multimedia (video/audio streaming, podcasting, webcasting) (Jafari, McGee, & Carmean, 2006). Newer learning management systems also have easier-to-use software for threading discussions, promoting collaborative learning, tracking student participation, sending audio and video messages, creating wikis and blogs, providing individualized feedback to student assignments, documenting learning, and assessing learning outcomes. Campus-level learning management systems have fused with the bursar, registrar, library, datasets, and bookstore, creating a seamless system for admission, progression, graduation, and lifelong learning.</P><h4>AUTHOR</h4><P>Diane M. Billings, EdD, RN, FAAN is Chancellor’s Professor Emeritus, Indiana University School of NursingIndianapolis, Indiana.</P>

A Comparison of Online (High Tech) and Traditional (High Touch) Learning in Business Communication Courses in Silicon Valley

In this study, the authors explored differences in perceptions of skill development and the value of face-to-face interaction between students taking a business communication course offered online and in the traditional, on-campus classroom environment. They hypothesized that there would be no statistically significant difference in face-to-face interaction or perceived learning scores between students enrolled in online sections and those enrolled in traditional, in-class sections of business communication courses. In both cases, the authors observed a statistically significant difference. Findings suggest that the two groups of students were quite similar with respect to perceptions of skill development; however, the authors observed differences in the area of face-to-face interaction.