Just opt in: How choosing to engage with technology impacts business students’ academic performance

Beatson, Nicola; Gabriel, Cle-Anne; Howell, Angela; Scott, Stephen C.; Meer, Jacques van der; Wood, Lincoln C.

doi:10.1016/j.jaccedu.2019.100641

Cited by 33 publications

(18 citation statements)

References 28 publications

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“…Overall, the students using clickers and receiving immediate feedback performed better than those who did not Beatson et al (2020) Compared the effect of gamification (using the Quitch app) on the behavioral engagement and academic performance of business students in two first-year courses in accounting and management…”

Section: Financial Accountingmentioning

confidence: 99%

A Literature Review of Technology‐Related Research in Accounting Education: 2010–2020*

Theuri,

Campbell,

Owens‐Jackson

2024

Accounting Perspectives

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This literature review includes 187 articles with a technology focus that were published during the past decade, 2010–2020, in seven accounting education journals. We analyze these articles with a goal of identifying the research conducted at the intersection of technology and accounting education. Five accounting education areas of focus emerge, with each having prevalent themes. Within these themes, we identify the technological infusion and how it was applied or related to accounting education. Where feasible, we report information on the target expected use (users) within each of the five accounting focus areas in the article, and we present any relevant key findings. We conclude by identifying research voids and suggesting potential directions for future research. The analysis should aid current faculty in their efforts to infuse appropriate technology into accounting education with a goal of producing technologically savvy graduates.

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Section: Financial Accountingmentioning

confidence: 99%

A Literature Review of Technology‐Related Research in Accounting Education: 2010–2020*

Theuri,

Campbell,

Owens‐Jackson

2024

Accounting Perspectives

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“…One of the reasons for under-achievement we identified at our university was when students did not fully engage in their course, or in their support programme during the first semester (Beatson et al, 2020;Sopoaga et al, 2017;van der Meer et al, 2018).…”

Section: Mentoring Support and Overall Progression Monitoringmentioning

confidence: 99%

The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student

Meer¹

2022

JSS

Self Cite

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This is a theoretical document for the consideration of how we can enhance overall students' academic and overall wellbeing. Because first-year students' transition into higher education is particularly important for their remaining time at higher education, and to diminish their risk of attrition after their first year, this group will be particularly focused on. However, a focus on the "whole student" is important for all their time at university in the whole world. Also, considering the recently enhanced legal educational requirements with regards to overall student wellbeing for New Zealand tertiary institutions, there is for them an even more clear rationale for NZ tertiary institutions to focus on this topic. This article is aimed at advocating for an increased focus on the whole student development, drawing on much of our research so far, as well as research from across the world.

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“…No CDO também estão incluídas as estratégias de ensino utilizadas pelos professores. A esse respeito, pesquisas têm testado múltiplas técnicas pedagógicas visando aumentar a performance discente, tais como jogos e gamificação (Beatson et al, 2020;ElKelish & Ahmed, 2021;Kuang, Adler, & Pandey, 2021), tecnologia (Francescucci, Kellershohn, & Pyle, 2021;Namin, Ketron, Kaltcheva, & Winsor, 2021), estudo de caso instrucional (Cheng, Sapkota, & Yurko, 2021), narrativas (Grimm, 2021;Taylor, Marrone, Tayar, & Mueller, 2017), tipo, frequência e políticas de avaliação (Miglietti, 2021;Nakos & Whiting, 2018;Nsor-Ambala, 2020) e assim por diante. No caso do grupo IES, o propósito é verificar como variáveis das instituições de ensino estão associadas ao desempenho acadêmico.…”

Section: Performance Discente E Grupos CDI Cdo E Iesunclassified

Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

Nasu

Silva

Borges

et al. 2021

Rev. Cat. Cien. Cont.

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O objetivo deste estudo foi analisar a associação entre variáveis institucionais e o desempenho de estudantes de ciências contábeis e administração. Foram utilizados os microdados do Enade 2018, obtendo-se 152.491 observações válidas. O desempenho foi mensurado de três formas: desempenho final, desempenho na prova de formação geral e desempenho na prova de componente específico. Ademais, foram consideradas as seguintes variáveis institucionais: organização acadêmica, região, modalidade e turno. Os dados foram examinados a partir de modelos de regressão Box Cox Cole Green (BCCG) com zeros ajustados. A partir dos resultados, concluiu-se que as variáveis institucionais foram relevantes para explicar o desempenho. Especificamente, destaca-se que os estudantes matriculados em centros federais de educação tecnológica tiveram desempenho superior aos das outras formas de organização acadêmica. Outro ponto é que os alunos da região Norte performaram pior do que o das outras regiões de modo geral. Todavia, superaram os alunos da região Centro-Oeste nas questões de formação geral. Quanto à modalidade de ensino, verificou-se que alunos do ensino presencial apresentaram performance superior a dos estudantes do ensino a distância (EaD). E os alunos do turno integral tiveram melhores performances de modo geral. Como implicações, aponta-se que as instituições que oferecem cursos de contabilidade e administração na região Norte podem querer aprimorar a qualidade do ensino, assim como as do Centro-Oeste podem querer fazê-lo em relação ao ensino de formação geral. Da mesma forma, o ensino da modalidade EaD pode ser aprimorado e a oferta de cursos em período integral pode ser pensada e, potencialmente, implantada.

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Just opt in: How choosing to engage with technology impacts business students’ academic performance

Cited by 33 publications

References 28 publications

A Literature Review of Technology‐Related Research in Accounting Education: 2010–2020*

A Literature Review of Technology‐Related Research in Accounting Education: 2010–2020*

The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student

Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

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