technology

Tools and Strategies to Keep Students Motivated and Focused

Keeping students motivated and focused: The challenge is not a new one, and certainly not exclusive to summer courses, but it can be exacerbated by the siren’s call of warm weather and summer fun that students face when opting to take part in these courses. Today, we’ll examine a few strategies and tools that you can inform them of so they can keep up their motivation, and even improve their focus. In The Confident Student, author Carol Kanar writes about a few strategies that students can use to give themselves a positive push toward self-motivation. Summarized below Read More…


How to Inspire Engagement and Manage Disengagement

Advances in technology have obviously had great impact on the field of education. You may find that some of those effects have been positive — for example, you have access to new tools to reach and engage with your students. On the other hand, some may be more negative — perhaps your students sometimes become distracted by their smartphones or other devices during class and disengage from learning. In either event, the fact remains that this shift is here to stay and will expand in years to come. In this video, Stan Gully, co-author of Organizational Behavior: Tools Read More…


Try Technology Tools To Enhance Your Teaching Style

Guest Contributor: Cathy Scott, Navarro College. You may find that in developing your professional and leadership skills, it becomes necessary to test out new ways to be the most effective teacher you can be. Technology tools offer new ways to engage students and create an active learning environment. In this article, author and professor Cathy Scott outlines some of those available tools, but she points out that while integrating technology is important to promoting an active and engaging learning environment, you remain the most important part of your students’ learning experience. As you develop your skills, trying new things Read More…


Increasing Success Rates for STEM-Focused Learners

According to recent government data, only 15% of all U.S. college students graduate with STEM-related degrees. At the same time, U.S. job market demand for STEM-related skills is at an all-time high, with an estimated 2.4 million new and replacement job openings expected through 2018, according to a 2011 study by the Center on Education and the Workforce at Georgetown University. So why aren’t more college students seeking-out degrees, certificates, and other credentials in STEM-related fields, and how can institutions help their students identify best-fit academic paths to high-demand – and often high-paying — jobs? Owen Software, founded 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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The Virtual Learning Environment: Student Use and Perceptions of its Usefulness

The rapid acceptance of and changes in information technology has meant that the pedagogical benefit of incorporating new technologies into subject delivery is not well understood and the non-discipline specific findings are inconclusive (Bonner, 1999; Brace-Govan & Clulow, 2000; Reeves, 1997; Smeaton & Keogh, 1999). Even though some studies have reported that improved learning outcomes result from heightened motivation and extended mental effort (Bryant & Hunton, 2000; Kember, 1995; Koh & Koh, 1999; Kozma, 1991), Ramsey (2003) concludes that the impact and use of technology on learning outcomes for students and faculty are not well understood. That this issue has not been well examined in the accounting literature (Bryant & Hunton, 2000) provides the motivation for this study to investigate how students utilise a Virtual Learning Environment (VLE) and second to identify student perceptions of its usefulness.
 
This study seeks to provide a platform for evaluating the pedagogical effectiveness of an accounting VLE by first ascertaining how students utilise this learning tool and second identifying student perception of the VLE as a learning tool.
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Perceptions of Efficacy Across Course Levels, Course Types, and Location in a Distance Learning Environment

During the last decade, technology has made a dramatic impact on the pedagogical environment of business schools across the country and this trend is likely to accelerate in future. Two major forms of technology-mediated learning that have emerged are: web based instruction and distance learning. Also, the number of part-time, off-campus, and non-traditional students is growing. The demands of family and work place often prevent such students from going back to campus on a full-time basis. Compression technologies, increased computing power and speed, high quality video transmission, and access to highspeed Internet and their declining costs, have made distance learning a viable medium of instruction. From an economic perspective, distance learning allows sharing of instructional costs among multiple sites, giving schools that implement distance learning programs a cost advantage (Yang 2006). It also gives the schools an opportunity to tap the market segment of non-traditional students and students residing in remote regions (Walsh and Reese 1995). Therefore, it is not surprising that an increasing number of universities, both large and small, currently offer courses and sometimes even entire degree programs in a distance learning environment. (Mackay and Stockport 2006).
 
Despite such widespread use of distance learning technology, there is scant evidence about students’ perceptions of the teaching environment in distance learning
courses. This paper examines responses to a survey of students enrolled in a variety of distance learning business courses. The remainder of this paper is organized as follows. First, various distance learning delivery formats are reviewed and the class environment in which distance learning courses are offered at a regional university is described. Sample selection procedure and descriptive statistics are provided in section 3. The fourth section provides a review of prior research and presents the hypotheses tested in this study. The results appear in section 5. Limitations of the study are pointed out in section 6. The final
section summarizes the results of the study.
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Assignments in the Online Course: How Much is Too Much?

Guest Contributor: Robert Onorato. Given the seemingly unlimited, media-rich learning opportunities you can offer in an asynchronous online course, it may be tempting to craft a reading or resource list as extensive as your own time allows. But at what point will students reach the saturation point? In this article, Robert Onorato, instructor at Fordham University (NY) and a Senior Faculty Programs Consultant for Cengage Learning’s TeamUP, shares the experiences that have led him to his own conclusions regarding the answer to the question: “How much is too much?” I have been teaching college courses for twenty years and I Read More…


Selecting Media and Technology Delivery Channels

There are many technology tools and resources available — and more coming each day — that can fit into your workflow or teaching style. While it might be fun to try them all out, it’s likely not realistic with the time constraints you face when designing a course or creating course activities. What does make sense is looking at the ways that technology tools and the activities that make use of them can be delivered. In Distance Education: A Systems View of Online Learning, authors Michael G. Moore and Greg Kearsley emphasize that the challenge educators have Read More…


Ten Great Apps for Students

Smartphones need not be the enemy of your course. There are a certainly a number of ways you can take advantage of this technology during class time— but smartphones can also be a student’s best friend outside the classroom (for reasons beyond text messages, viral videos, and multi-player word games, that is). Our colleagues at CengageBrain.com recently recommended ten apps students can use to help keep their school, work, and social lives in order. In addition to useful apps for scheduling, homework help, and budgeting, they mention a few apps that bring on the fun. Read More…