Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment

Russo, Antonella; Warren, Liz; Neri, Lorenzo; Herdan, Agnieszka; Brickman, Karen

doi:10.1080/09639284.2021.1961087

Cited by 7 publications

(3 citation statements)

References 54 publications

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“…In addition, the use of variative learning media in a learning process agrees with the result of Nuhayati et al (2021) research. Sixth, the pre-service teachers need to use various kinds of questions in evaluating the learning outcomes (Russo et al, 2021). The ability to evaluate a learning was among the essential aspects required to be mastered by the pre-service teachers (Okoye & Ezejiofor:2013).…”

Section: Finding and Discussionmentioning

confidence: 99%

The teaching readiness of pre-service teachers from the economics and business education programs

Siswanto

Muhson²,

Wibawa³

2022

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This study aims to examine the teaching readiness level of pre-service teachers from the Economics Education, Accounting Education, and Office Administration Education study programs and the discrepancy between them. Ex post facto research design was applied in this study with quantitative approach. Pre-service teachers from educational study programs in the Faculty of Economics Universitas Negeri Yogyakarta that have completed micro teaching and educational practice courses were involved as the population in the present study. A total of 262 pre-service teachers were selected as the samples using purposive random sampling method. A questionnaire was used to collect the data. The instrument validity was confirmed using exploratory factor analysis, while the reliability was estimated using Cronbach Alpha. The data were analyzed statistically using descriptive quantitative and Multivariate Analysis of Variance (MANOVA). The result showed that the teaching readiness of the pre-service teachers from the Economic Education, Accounting Education, and Office Administration Education study programs were in the “excellent” category, and no significant differences were found on their teaching readiness level. The results indicated that each study program showed a similar performance in providing the pre-service teachers with an appropriate level of teaching readiness. Grounded on the research results, it is suggested to maintain the schooling pattern for all educational study programs for an in-depth study in the future with different characteristics of each study program.

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Section: Finding and Discussionmentioning

confidence: 99%

The teaching readiness of pre-service teachers from the economics and business education programs

Siswanto

Muhson²,

Wibawa³

2022

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“…Four studies were from China (Wang & Huang, 2020;Chen, 2021;Sun & Asmawi, 2023;Meng, 2023), two studies were from the Philippines (Ebron & Mabuan, 2021;Hajan & Padagas, 2021) and one study was from South Korea So & Lee (2013); Thailand Dawilai et al (2017), Japan Dawilai et al ( 2021), Malaysia Leduning & Wah (2013), the United States (Geithner & Pollastro, 2015), Canada (Stouck, 2019), Saudi Arabia Chatta & Haque (2020) and the United Kingdom (Russo et al, 2022). A further study focused on curriculum implementation in six European Union countries -Croatia, Latvia, Slovenia, Romania, Poland and the Czech Republic (Luka, 2021).…”

Section: Study Characteristicsmentioning

confidence: 99%

Blended Learning for Improving English Writing Skills among University Students: A Systematic Literature Review

Ruan,

Nadjwa,

Sazalli

2024

IJARBSS

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Blended learning is an emerging and innovative pedagogical advancement in education. However, there is a lack of review on the improvement of blended learning on university students' English writing ability. To address this gap, this paper provides a systematic review of research published between 2013-2023 on the use of blended learning in undergraduate English writing courses. The aim of this study is to investigate the use of blended learning in improve students' English writing skills, students' perceptions of blended learning in improving English writing skills, and the challenges they faced. Guided by the PRISMA statement (Prеfеrеd and Reporting Items for Systematic Rеviеws and Mеta-Analysеs), 15 relevant studies were identified through a systematic review of Scopus and Web of Science databases. The findings of the study also highlighted students' perceptions and challenges faced in using blended learning to improve their English writing skills. It is concluded that the use of blended learning in English writing courses is an effective tool to improve students' English writing skills, and that students mostly held positive attitudes towards the application of blended learning to English writing courses. This study enables a synthesis of existing research in related fields to produce a more comprehensive and in-depth understanding of the application of blended learning in English writing courses. These findings contribute to a deeper understanding of the role and impact of blended learning on students' ability to improve their English writing skills, and provide valuable insights for future research on blended learning more broadly.

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“…According to this theory, learning is a process of making sense of new information and experiences by connecting them to prior knowledge and experiences. Teachers who hold a constructivist perspective believe that students learn best when they are actively engaged in the learning process, when they have opportunities to collaborate with others, and when they are encouraged to explore and discover new knowledge and ideas on their own [6]. These teachers view their role as facilitators of learning, rather than as providers of information.…”

Section: Introductionmentioning

confidence: 99%

Internet of Things (IoT) based Investigation between Instructors' Insight of Constructivist Learning Theory and Learners Performance analysis in Higher Vocational Accounting Training

Chen,

Lertamornsak

2023

IJRITCC

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The teaching mode of the higher vocational accounting profession plays a significant role in fostering students' professional knowledge, skills, and competencies. In recent years, constructivist learning theory has become increasingly popular in the field of education due to its emphasis on active student engagement, knowledge construction, and the integration of real-world experiences. This research paper aims to explore the application of constructivist learning theory in the teaching mode of higher vocational accounting profession. The aim of this study is to investigate the relationship between teachers' perception of constructivist learning theory and students' academic performance in higher vocational accounting education with the integration of the Internet of Things (IoT). A weighted approach model with optimization is proposed to quantify the impact of the teachers' perception of constructivist learning theory on the students' academic performance. Data is collected from 300 higher vocational accounting students and 30 accounting teachers using a self-designed questionnaire. The results indicate that the teachers' perception of constructivist learning theory has a significant positive impact on students' academic performance. Moreover, the proposed weighted approach model with optimization shows promising results in accurately measuring the impact of teachers' perception of constructivist learning theory on students' academic performance. This study provides valuable insights for higher vocational accounting education with IoT and suggests that teachers should incorporate constructivist learning theory principles in their teaching practices to improve students' academic performance..

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Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment

Cited by 7 publications

References 54 publications

The teaching readiness of pre-service teachers from the economics and business education programs

The teaching readiness of pre-service teachers from the economics and business education programs

Blended Learning for Improving English Writing Skills among University Students: A Systematic Literature Review

Internet of Things (IoT) based Investigation between Instructors' Insight of Constructivist Learning Theory and Learners Performance analysis in Higher Vocational Accounting Training

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