scholarly journals The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

10.28945/3324 ◽  
2009 ◽  
Author(s):  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Accounting Students ◽  
First Year ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
Use Of Technology ◽  
Introductory Accounting ◽  
Accounting Unit

To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-to-face delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Higher education’s blend of old and new

2014 ◽  
Vol 28 (4) ◽  
pp. 27-29 ◽  
Author(s):  
Graham Cole
Keyword(s):  
Online Teaching ◽  
Information And Communications Technologies ◽  
Teaching Resources ◽  
Content Type ◽  
Course Content ◽  
Face To Face ◽  
Conventional Teaching ◽  
Pertinent Information ◽  
The Impact ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – In a world seemingly awash with technological innovations, a question which often arises is how to utilize them most effectively. That is one challenge faced by the higher education (HE) sector. Institutions grapple with finding ways to incorporate technology alongside conventional teaching methods. A significant development has been the growing tendency for universities to deliver course content using a “blended learning” approach. Information and communications technologies in the shape of online teaching resources are used in combination with established face-to-face tutoring methods. However, little is yet certain as to the impact of this approach on student motivation and their learning outcomes. Practical implications – The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to digest format.

scholarly journals Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

2019 ◽  
Vol 4 (2) ◽  
pp. 111-116
Author(s):  
Sukardi Sukardi ◽  
Muhammad Hudan Rahmat
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Face To Face ◽  
Use Of Technology ◽  
Vocational Theory ◽  
Face To Face Learning ◽  
Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Questioning Prompts to Examine Blended PK-20 Learning Environments

2020 ◽  
pp. 1-20
Author(s):  
Neal Shambaugh
Keyword(s):  
Public School ◽  
Learning Outcomes ◽  
Graduate Programs ◽  
Instructional Delivery ◽  
Academic Program ◽  
Pedagogical Issues ◽  
Blended Instruction ◽  
Face To Face ◽  
Use Of Technology ◽  
Learner Differences

The decision to deliver a course or an academic program must address issues of learning outcomes and curriculum, what is to be taught along with choices of pedagogy or how the content is taught, as well as face-to-face or online delivery. The question of whether or not online or blended instruction is more effective than face to face teaching is not about the delivery decision but about curriculum and pedagogical issues. A set of questioning prompts, organized by public school and undergraduate/graduate programs, help educators systematically think through issues of learner differences, learning outcomes, teaching options, including the use of technology and instructional delivery approaches. Best practices are organized by public school and undergraduate/graduate programs. Research questions are suggested.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes

2010 ◽  
Vol 43 (03) ◽  
pp. 547-555 ◽  
Author(s):  
Timothy Wedig
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Significant Contribution ◽  
Learning Objectives ◽  
Core Component ◽  
Course Content ◽  
Face To Face ◽  
Science Courses ◽  
Instructor Role ◽  
Selection Of

AbstractClassroom simulations can make a significant contribution to learning outcomes in political science courses, provided that they are firmly linked to course content and learning objectives. This article offers a step-by-step decision framework for instructors seeking to use simulations as a core component of their courses, including selection of an exercise, pre-simulation preparation, instructor role during a simulation, and techniques for debriefing after the exercise. Options such as online and face-to-face, synchronous and asynchronous, distributed and single classroom, and individual and team formats are compared, with a focus on their associated learning outcomes.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals Design, education, and the online tech-pandemic

2020 ◽  
Vol 13 (3) ◽  
pp. 577-585
Author(s):  
Nuno Bernardo ◽  
Emilia Duarte
Keyword(s):  
Learning Environment ◽  
Design Education ◽  
Online Teaching ◽  
Management Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Use Of Technology ◽  
Personal Experiences ◽  
Near Future ◽  
Academic Year

Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.

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