An Exploration Of The Effectiveness Of An Audit Simulation Tool In A Classroom Setting

Zelin, Robert C.

doi:10.19030/ajbe.v3i9.474

Cited by 5 publications

(13 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the one hand, it is the preservation of the fundamental nature of education, and on the other hand, the constant updating of its content by strengthening practical focus. In such conditions, the team of authors considers the most effective strengthening of the role of practice-oriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] technologies in the educational process, that is, a harmonious combination of theoretical knowledge in solving practical issues. Without completely reducing the importance of the theoretical block, the practice-oriented approach aims educational organizations [18,[19][20][21][22][23][24] to develop such forms of educational process that allow the effective use of case study [4,[6][7][8], master classes, trainings, business games [5], design and problematic techniques, independent research (Figure 1).…”

Section: Resultsmentioning

confidence: 99%

“…In this case, the solution of the problem is also possible through the implementation of practice-oriented technologies in the realization of teacher development programs [1,2,3]. Using such tools as case studies [5][6][7][8][9][10][11][12][13][14], basket-methods, project-training methods, that is, methods based on imitation of problems encountered in the daily work of teachers, the effectiveness of obtaining business competencies [19][20][21][22][23][24] would be much higher.…”

Section: Resultsmentioning

confidence: 99%

“…The empirical basis of the study was the study and analysis of Russian and international experience of using practiceoriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] technologies in the educational process of leading universities. The methodological basis of the study was the scientific and educational literature, which was recited in the list of sources.…”

Section: Methodsmentioning

confidence: 99%

“…The modern stage of society development is characterized by a change in educational paradigms, that is, a transition to new practice-oriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] pedagogical technologies, the essence of which is to develop the creative potential of students, develop skills for quick inclusion in innovative processes and abilities correlate their professional activities depending on objective and subjective conditions.…”

Section: Introductionmentioning

confidence: 99%

“…The team of authors considers one of the priority areas in solving the problem as the introduction of new, effective teaching technologies [15]. Currently, educational technologies based on active and interactive learning methods are relevant, which include design or problem-oriented methods [1,2,3,[4][5][6][7][8][9][10][11][12][13][14][15]. Azapagic A.)…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Practice-Oriented Technologies in the Educational Process as the Basis for the Economic Development of Society

Kolchurina

Klimashina

Shipunova

et al. 2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

View full text Add to dashboard Cite

At present, the world economy is moving to a new level of development. New technologies are developing at an accelerated pace and most production processes are being automated. These variations lead to a rapid change of economic and social order in society. Modern society and economics are on the path to digitalization. The world is entering the era of the digital economy, which dictates its requirements for education and the acquisition of knowledge. The new economy requires specialists of a new type in the labor market. Previously mentioned leads to fundamental changes in the professional and educational sphere. The digital world is a world of rapid change and a wealth of information. New realities require new competencies and skills from specialists.The formation of a set of skills, having mastered that, employees will be able to gain a foothold in one or another activity of the future, being ready for subsequent retraining, comes to the first place when receiving education. In this regard, the educational process is changing from traditional to practiceoriented, which allows you to obtain the necessary set of skills and competencies quickly.In the framework of the study, the team of authors developed and described a mechanism for using practice-oriented technologies in the educational process of the university in order to increase the business competencies of teachers and the quality of education in general. The using of this mechanism in practice in educational institutions will increase the involvement of students into educational process, students will be able meet the modern realities of changing society, the main priority of which is adaptation to rapidly changing working conditions.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Practice-Oriented Technologies in the Educational Process as the Basis for the Economic Development of Society

Kolchurina

Klimashina

Shipunova

et al. 2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

View full text Add to dashboard Cite

show abstract

Enhancing students’ understanding and performance in a distance-learning setting: evidence from an audit simulation at a GCC university

Elsayed

Ismael²,

Saadullah³

2023

ARJ

View full text Add to dashboard Cite

Purpose Drawing on experiential learning theory (ELT), this study aims to examine students’ performance and perceptions after performing an experiential learning activity (ELA) by completing a mini-audit simulation (AS) on the purchase and cash disbursement processes in a distance-learning environment at a Gulf Cooperation Council (GCC) university. Design/methodology/approach Adopting a mixed-methods approach, we collected quantitative and qualitative data from 176 students using the grade centre on Blackboard and their responses to a semi-structured questionnaire. Findings The pre-and post-simulation tests indicate significant improvement in students’ understanding and performance after performing the mini-AS. The students’ responses also provide robust evidence of student engagement, active participation and positive recognition of the AS’s value. Practical implications This study has several implications: for the accounting education literature, how AS strengthens in-depth learning through the lens of ELT; for professional accounting bodies, informing the need to maximise the awareness and benefits of adopting simulations in accounting education and examination; and for educators, considering simulations in their ELAs to enhance student learning. Originality/value This study introduces a new authentic mini-AS instrument that can be adapted to a distance-learning setting, adds to the very limited studies in AS using ELT, uses a mixed-methods approach and explores students who learn in an Arabic-speaking country.

show abstract

Assessing the impact of business simulation as a teaching method for developing 21st century future skills

Sheikh,

Abdalkrim,

Shehawy

2023

JIEB

View full text Add to dashboard Cite

Purpose Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability. Design/methodology/approach The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing. Findings Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results. Practical implications The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business. Originality/value The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.

show abstract

An Exploration Of The Effectiveness Of An Audit Simulation Tool In A Classroom Setting

Cited by 5 publications

References 11 publications

Practice-Oriented Technologies in the Educational Process as the Basis for the Economic Development of Society

Practice-Oriented Technologies in the Educational Process as the Basis for the Economic Development of Society

Enhancing students’ understanding and performance in a distance-learning setting: evidence from an audit simulation at a GCC university

Assessing the impact of business simulation as a teaching method for developing 21st century future skills

Contact Info

Product

Resources

About