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Engaging students in a fully online accounting degree : an action research study

  • Authors: Malan, Marelize
  • Date: 2020
  • Subjects: Student engagement , Online learning , Action research
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/438694 , uj:38139 , Citation: Malan, M. 2020. Engaging students in a fully online accounting degree : an action research study.
  • Description: Abstract: Student engagement is crucial for learning, especially in online learning. For a student to be a successful online learner, they need to engage socially and collaboratively through their behaviours, emotions and cognition. This paper discusses an accounting module of a fully online degree where engagement was purposely integrated using an engagement framework. An action research design was followed to determine the degree of engagement within the module and to improve on it. The findings indicated that incorporating five forms of engagement into the module was positively received by students and resulted in more students successfully completing the module. Student reflections showed that the module was cognitively engaging, that personal preference will guide social engagement and that working collaboratively will always be a challenge. Where, due to COVID-19, entire programmes need to convert to online learning, the findings of this study, could be implemented to ensure the continued engagement of students.
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Locus of control and online learning.

  • Authors: Esterhuysen, S. , Stanz, K.J.
  • Date: 2004
  • Subjects: Online learning , Locus of control
  • Type: Article
  • Identifier: uj:6494 , http://hdl.handle.net/10210/1604
  • Description: The integration of online learning in university courses is considered to be both inevitable and necessary. Thus there is an increasing need to raise awareness among educators and course designers about the critical issues impacting on online learning. The aim of this study, therefore, was to assess the differences between two groups of first-year Business Sciences learners (online and conventional learners) in terms of biographic and demographic characteristics and locus of control. The study population consisted of 586 first-year learners of whom 185 completed the Locus of Control Inventory (LCI). The results show that the two groups of learners do not differ statistically significantly from each other with respect to locus of control. The findings and their implications are also discussed.
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Social media and social capital in online learning

  • Authors: Venter, A
  • Date: 2019
  • Subjects: Online learning , Collaborative learning , Personal Learning Environment
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/405008 , uj:33990 , Citation: Venter, A., 2019 : Social media and social capital in online learning. Volume 33 | Number 3 | 2019 | pages 241‒ 257 DOI: http://dx.doi.org/10.20853/33-3-3105
  • Description: Abstract : Online learning inherently affords collaborative learning opportunities for participating students. Open distance learning (ODL) institutions typically accommodate students from diverse educational backgrounds with disparate levels of access to technological resources. The mere existence of an online learning platform does not necessarily equate to student access to collaborative learning opportunities. A qualitative study investigated how diverse students in an online learning module collaborated with peers in furthering their learning project at a large ODL university. It emerges that students engage in various formal and informal collaborative learning activities which constitute the creation of personal learning environments (PLEs). PLEs demonstrate the role of student agency as students coordinate their options. Social capital theory shows how different types of social ties in PLEs provide for bonding and bridging social capital; the combination of which serves the learning project by providing for both strong ties in supportive relationships between students and weak ties with knowledge generation capabilities between previously unacquainted students. The results can assist online learning practitioners who wish to promote beneficial collaborative learning opportunities among their students.
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Student engagement in a fully online accounting module : an action research study

  • Authors: Malan, Marelize
  • Date: 2020
  • Subjects: Accounting education , Action research , Online learning
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/455166 , uj:40276 , Citation: Malan, M. 2020. Student engagement in a fully online accounting module : an action research study.
  • Description: Abstract: Student engagement is crucial for learning, and especially so in online learning. For a student to be a successful online learner, they need to engage with the online content, with their peers and with the educator. This paper presents an accounting module of a fully online degree where engagement was purposefully integrated using an online engagement framework. Within this framework, the educator regularly interacted with the students to ensure that they were engaging with the online material and a group task was assigned where students had to collaboratively construct knowledge and display it in a video. An action research design was followed to determine the degree of engagement within the module and to improve on it for future modules. Results indicate that regular interaction did result in more students being active and ultimately successfully completing the module. Student reflections on the group task indicated that there are definite benefits in creating knowledge collaboratively although the format in which it should be presented needs to be reconsidered.
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Student engagement in learning online at a South African university through choice or circumstance

  • Authors: Malan, M.
  • Date: 2021
  • Subjects: Student engagement , Online learning , Engagement framework
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/482896 , uj:43805 , Citation: Malan, M. 2021. Student engagement in learning online at a South African university through choice or circumstance.
  • Description: Abstract: The COVID-19 pandemic has forced nearly every tertiary institution to move its academic programmes online. Students have had to study at home, while educators have had to become expert online teachers. Other students, however, make a deliberate choice to study online as it provides them with access to formal learning while being able to work. Whether online learning is through choice or circumstances, engaging students in online learning is essential. This study incorporated an engagement framework into an online module and a face-to-face module which had to run fully online, creating opportunities for social, cognitive, behavioural and emotional engagement to occur. Using an action research approach, the engagement strategies were planned, put into action and the student perceptions were observed and reflected on. Both groups of students found the social media platforms used in the modules to be beneficial; they also found that the online material and assessments encouraged cognitive engagement. The face-to-face students struggled with physical isolation and anxiety and not all of them enjoyed the shift to online learning. They strongly felt that they need to connect with peers to enhance their learning. The online students showed a strong responsibility for their learning confirming the importance of self-regulation in online learning. The students’ perceptions showed that the framework can be implemented in multiple settings with care and consideration.
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Students experiences on the use of google classroom : case study of a university in Rwanda

  • Authors: Ogegbo, Ayodele , Adegoke, Oyebimpe
  • Date: 2020
  • Subjects: Google classroom , Online learning , Rwandan University
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/481534 , uj:43635 , Citation: Ogegbo, A. & Adegoke, O. 2020. Students experiences on the use of google classroom : case study of a university in Rwanda.
  • Description: Abstract: Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
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The Digital Divide and Higher Education Challenge with Emergency Online Learning: Analysis of Tweets in The Wake of The Covid-19 Lockdown

The digital University : of March hares and tortoises

  • Authors: Desai, Ashwin
  • Date: 2020
  • Subjects: Online learning , Knowledge , Big data
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/463849 , uj:41411 , Citation: Desai, A. 2020. The digital University : of March hares and tortoises.
  • Description: Abstract: The learning environment of universities is changing dramatically with the coming of Covid-19. Universities were summarily evacuated and plans put in place to ensure online teaching. In some senses, this was the quickening of a trend that was already unfolding, while for others it signalled new territory. This article explores the coming of online education by highlighting the experiences of lecturers who have already taught courses while raising questions about disciplinary boundaries and knowledge production. It situates this discussion by exploring the challenges to the traditional notions of the role of universities and the changing orientations of the academy against the backdrop of the global juggernaut of privatised higher education.
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The perceptions and experiences of School Management Teams and teachers regarding continuing professional development of teachers in Digital Literacy amidst the COVID-19 Pandemic

Using electronic posters as part of a hybrid learning approach to teaching the research process to honours students.

  • Authors: Van der Walt, Sophie , Warricker, Adrienne
  • Date: 2010-05-18
  • Subjects: Electronic posters , e-Learning , Research methodology , Online learning
  • Type: Presentation
  • Identifier: uj:1581 , http://hdl.handle.net/10210/3314
  • Description: The purpose of this paper is to illustrate an electronic poster as an example of a hybrid learning application to be used by librarians in Higher Education Institution libraries for teaching the research process to honours students in research methodology. Presentation explores the use of the electronic poster to provide honours students at both a face-to-face and a distance education institution with an overview of the research process. As first-time researchers, honours students have Research Methodology as a required subject, and they must hand in a mini-thesis as part of their coursework. The poster will guide students through the different steps of the research process, which are: finding a topic, formulating a problem statement, writing the research proposal, the literature review, research methodology approaches, empirical research – i.e. do the surveys, questionnaires, etc., and conclusion. The electronic poster will be hosted on Glogster.com. Glogster is a web portal that allows users to create free interactive posters, or glogs, and share them with others in a variety of formats. The user inserts text, images, photos, audio (MP3), videos, special effects and other elements into their glogs to generate a multimedia online creation. Glogster is based on flash elements and provides a platform to produce any number of posters that can be shared with a wider audience, or the entire Glogster community. Glogs may also be exported and saved to computer-compatible formats. While the electronic poster will be hosted on Glogster it will include a variety of Web 2.0 applications to showcase how these can be successfully incorporated in an online learning experience. Some of these applications include lecture videos hosted on platforms such as YouTube, Academic Earth and FORA.tv; PowerPoint presentations hosted on SlideShare (the world’s largest community for uploading and sharing presentations); presentations hosted on Prezi.com (a story telling and presentation tool); podcasts; video presentations hosted on animato.com (a video mashup application). As technology is only a channel for learning it still needs to be supported by face-to-face training. It is hoped that the electronic poster will provide an overview for the honours students of the various aspects of research process, while meeting the needs of both social and solitary learners. For social learners the poster will provide topics for discussion with their supervisor and subject librarian, while solitary learners preferring to work independently can explore each aspect in more detail at their own pace.
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