Engagement and Motivation

The Artist: A Case Study in Culture and Emotion

Contributor: Dr. David Matsumoto. Last year The Artist won for Best Movie at the Academy Awards. It’s a French romantic comedy drama in the style of a black-and-white silent film. It is directed by Michel Hazanavicius, and stars Jean Dujardin and Berenice Bejo. The story takes place in Hollywood, between 1927 and 1932, and focuses on the relationship of an older silent film star (George Valentin, played by Dujardin) and a rising young actress (Peppy Miller, played by Bejo), as silent cinema falls out of fashion and is replaced by the talkies. Admittedly, I did not see the film before Read More…


Engaging Today’s Changing Learners

In this video, author Jeff Butterfield talks about the changing demographic of today’s learners, and what that means to the teaching and learning experience. He also gives his advice for engaging your learners by changing the way you may be used to doing things and by always asking yourself: Are there are new ways that I could be reaching my students? How have you seen the student demographic in your classroom shift over the years? Share your thoughts on how your students have changed (or not!) in the comments section below.  [youtube https://www.youtube.com/watch?v=Xsou8iTDWLQ?wmode=Opaque] Jeff Butterfield holds a Ph.D. from the University Read More…


Incorporating Engaging User Experiences into Library and Research Tools

An Interview with Derek Poppink, Director of User Experience, Cengage Learning. Derek Poppink has been helping to design great experiences for users of Gale library and research products for the past three-and-a-half years. He leads a team of user experience (UX) specialists charged with paying attention to the unique requirements of online library solutions. Jeanne Heston had an opportunity to speak with Derek recently about his design philosophy and the research methods that are critical to his team’s innovation and design processes. Jeanne Heston (JH): What was it that inspired you to get into this field in the first Read More…


Addressing the Challenges of Military Transition: Beginning or Returning to College

Guest Contributor: Andrea J. Burr, DP1 First Class Petty Officer.  What particular needs, attitudes, and expectations do former military personnel bring to the college classroom? How can an instructor address those issues, preferences, and challenges within his or her course?

Given her military experience, as well as her work as an instructor and mentor to ex-military personnel, Andrea Burr is uniquely qualified to answer such questions. Below, she shares her insights into the mindset that they bring to the classroom, and she also offers her strategies for helping these students make the most of class time.
Has your classroom played Read More…


Collaborative Learning: Extending Learning Beyond the Classroom (Part 2 of 2)

Guest Contributor:  Kristopher M. Carilli, Account Executive, ConnectYard.

Part Two of a Two-Part Series. Read Part One, Collaborative Learning: Leveraging Social Learning Sites, here.

The development and expansion of a new class of sites, Social Learning Sites (SLS), has enabled learners and their instructors to realize the benefits of the social web in academia. SLS provide the ability to expand one’s network by rapidly creating contacts to people, as with traditional social networking sites (SNS). In addition, SLS follow best practices for encouraging improved student learning outcomes and persistence to graduation. Decades of research on undergraduate learning has distilled several key Read More…


Collaborative Learning: Leveraging Social Learning Sites (Part 1 of 2)

Guest Contributor: Kristopher M. Carilli, Account Executive, ConnectYard. Part One of a Two-Part Series. For the past two decades a transformation has been occurring in teaching and learning circles. There has been a transition from the traditional lecture centered model of instruction to one that emphasizes student discussions and active engagement with curriculum content. The term “collaborative learning” has been coined to describe strategies that support the latter model, including learning communities, virtual learning communities, and social learning sites (SLS). The rapid advance of information technology and the growing popularity of social networking sites have provided additional opportunities to Read More…


Personal Learning Environments: A Way to Engage Students in Self-Regulated Learning

Guest Contributor: Nada Dabbagh, George Mason University. Many of today’s learners are likely to be familiar with, and facile with, today’s technologies. However, it can take some effort and skill to help them use and manage online resources to their fullest advantage within the educational setting. Today, Nada Dabbagh discusses how Personal Learning Environments (PLEs) can help your students learn to best manage their learning spaces and thus take greater charge of their own learning opportunities. Dabbagh, who serves as the professor and director of the Division of Learning Technologies in the College of Education and Human Development at George Mason Read More…


Learning Through Visuals

Contributor: Dr. Haig Kouyoudjian. A large body of research indicates that visual cues help us to better retrieve and remember information. The research outcomes on visual learning make complete sense when you consider that our brain is mainly an image processor (much of our sensory cortex is devoted to vision), not a word processor. In fact, the part of the brain used to process words is quite small in comparison to the part that processes visual images. Words are abstract and rather difficult for the brain to retain, whereas visuals are concrete and, as such, more easily remembered. To Read More…


The Use of Personal Response System in Accounting Courses

A Personal Response System uses hand-held wireless transmitters, receivers, and computer software to obtain immediate feedback from students. The technique is similar to “asking the audience” on the game show Who Wants to be a Millionaire? This easy-to-use tool enhances interaction among students and the instructor and appears to increase learning. The classroom environment becomes more competitive as students strive to select correct answers to questions asked by the instructor. Any time during a lecture, the instructor can project a question on the screen or simply orally ask a question of the class and students provide answers. The instructor obtains immediate feedback that assesses the students’ understanding of the concept. Immediate feedback provides satisfaction to the students that they have mastered the concepts and identifies students’ misconceptions that a skillful instructor can correct through additional explanations and retest the students’ master through reformulation of additional questions.
 
The use of PRS appears to be a valuable tool for increasing interactivity within accounting courses. Not only is the technology easy to use but also available at low costs to universities. As instructors continue to develop courses that include the use of PRS, various research opportunities exist to determine whether PRS enhances learning
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Student’s Attitude of Accounting as a Profession: Can the Video “Takin’ Care of Business” Make a Difference?

Does the AICPA’s video “Takin’ Care of Business” market the accounting profession as dynamic and exciting, thereby countering negative stereotypes students often hold? Do other tools such as articles about accounting careers in the New Accountant magazine have similar effects on students? Should accounting educators devote valuable class time to showing the video or assigning readings?
 
This study uses a reliable attitude scale to determine whether college students’ positive perceptions of the profession increase after viewing the video and after reading an article with similar content from New Accountant magazine.

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