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1.
Julie E. Kendall Kenneth E. Kendall 《Decision Sciences Journal of Innovative Education》2017,15(1):62-81
One distinctive requirement of Executive Education is the need to integrate the corporate experiences of participants and frame them within a common body of knowledge wherein experiences can be shared, analyzed, and absorbed by all participants. What might customarily arise out of classroom camaraderie must now be technologically designed and supported from the outset in online executive education. Our research question is: What can be done to develop online executive programs that utilize the richness of executive experiences as the foundation for analyzing, comprehending, and retaining key concepts learned throughout the course? Storytelling is proposed as a method to capture and use corporate experiences of participating executives in meaningful ways while developing a strong social presence among participants online. This study explores organizational stories, identifying unique story elements and their purposes, and discussing how they can be introduced into online executive courses through modeled behavior, a part of social cognitive theory. Storytelling is compared to traditional case studies and chat rooms. While storytelling may be more difficult to implement, there are significant advantages to storytelling, including making the experience more real, increasing comprehension of concepts, and improving the retention of knowledge. 相似文献
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Daniel M. Eveleth Lori J. Baker‐Eveleth Robert W. Stone 《Decision Sciences Journal of Innovative Education》2020,18(2):224-248
This research describes a DuPont Model activity used in an introduction to business course. An in‐class activity stimulated students’ confidence in their ability to apply the fundamental accounting principles building upon students’ knowledge of a lemonade stand. Accounting is often viewed by students in introductory courses as “a foreign language,” with common reactions by students of fear and anxiety about financial statements and financial ratios (Borja; Brazelton; Deer, Gohn, and Kanaya; Eber and Parker; and Goh and Scerri). The DuPont Model was developed to visually connect an income statement and the balance sheet to five common financial ratios. Using a preactivity and a postactivity questionnaire and 76 matched pairs of student responses, changes or differences in two student self‐efficacy measures were found. Over one‐half of these student pairs showed increases or improvements in these two self‐efficacy measures from preactivity to postactivity, implying that the DuPont Model positively influenced these self‐efficacy measures. Correlation analysis also showed meaningful, positive correlations among students’ self‐efficacy differences and their attitudes toward accounting. Furthermore, students’ perceived characteristics of the DuPont activity are significantly and positively correlated with students’ attitudes toward accounting. Finally, the results of the study are encouraging to the authors to continue using the DuPont Model activity. 相似文献
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Natalie Gerhart Daniel Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218
This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage. 相似文献
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对民族地区大学生加强人文素质教育的思考 总被引：2，自引：0，他引：2
人文教育与科学教育属于两种不同的思想体系,但它们都是素质教育的重要内容。实行人文教育和科学教育的深度融合,能有效地克服和避免功利主义带来的一系列问题。本文结合民族地区高校教学改革的实际和人文教育方面存在的一些明显不足,对人文教育与科学教育融合问题进行初步的探讨。 相似文献
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加拿大的高等教育发展位于世界前列,已经步入了普及化的发展阶段,然而在高度发达的表象背后却是国家内部不同群体之间高等教育发展不平衡的现实,其中城乡失衡即是关键问题之一。本文首先对加拿大高等教育的城乡差别进行了描述,继而分析了导致其城乡差异的主要原因,从地理环境、家庭和社会环境影响以及高中教育经历等几个方面进行归因,最后对加拿大扩大农村地区高等教育入学机会的政策做了多方面的阐释,探讨了这些政策的意义及其对我国的启示。 相似文献
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Dax Jacobson Richard Chapman Christine Ye Jerry Van Os 《Decision Sciences Journal of Innovative Education》2017,15(1):42-61
Executive education (EE) has been an important part of business school offerings for nearly as long as there have been business schools. Similarly, business schools were among the first in higher education to adopt online approaches as a means for course delivery. Despite this experience, few business schools have been able to successfully integrate EE with online delivery approaches. This study suggests that a project‐based approach can achieve EE/online delivery integration. The case is first made for a project‐based approach by telling the story of our institution's journey toward a project‐based EE model. Challenges, successes, and plans for the future are then discussed. 相似文献
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J. B. Arbaugh Regina Bento Alvin Hwang 《Decision Sciences Journal of Innovative Education》2010,8(2):391-415
Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students’ perceptions of their educational experience was whether the MBA program was full time or part time, with full‐time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond. 相似文献
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Natalie Gerhart Daniel A. Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2015,13(1):91-111
Students have been slow to adopt e‐textbooks even though they are often less expensive than traditional textbooks. Prior e‐textbook research has focused on adoption behavior, with little research to date on how students perceive e‐textbooks fitting their needs. This work builds upon Task‐Technology Fit (TTF) and Consumer Acceptance and Use of Technology (UTAUT2) theory to present a student‐perspective model of e‐textbook usage. By contextualizing TTF and UTAUT2 to e‐textbooks, the research fills a gap in the literature and provides guidance to researchers and practitioners. The goal of the research is to understand how students perceive their task of learning to fit with e‐textbook technology, and how that fit influences e‐textbook usage and expected performance in their classes. To achieve this goal, the research develops a model to test the relationship between perceived TTF of e‐textbooks and UTAUT2‐defined user characteristics that encourage adoption behaviors, thus facilitating student learning. The findings show that four factors impact a student's perceived TTF: substitution, habit, hedonic motivation, and facilitating conditions. Furthermore, perceived TTF positively correlates with students’ e‐textbook usage and expected performance in classes when using e‐textbooks. While price value exhibits a measurable effect on e‐textbook utilization, it is a minor factor. 相似文献
10.
易星 《深圳信息职业技术学院学报》2005,(Z1)
信息环境下,信息素质是大学生必备的基本品质之一。本文对目前我国高校信息素质的现状进行了细致的分析,认为高校图书馆应积极参与和开展大学生信息素质教育,努力提高大学生的信息素质水平,并使图书馆成为大学生信息素质教育的重要基地。 相似文献
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Francesco Sulla Dolores Rollo Roberto Cattivelli Alex Harrop 《Educational Psychology in Practice》2018,34(3):262-271
Increasing teacher verbal approval has been shown to produce both increased pupil “on-task” behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on students’ performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented. 相似文献
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Dorothy E. Klotz Thomas A. Wright 《Decision Sciences Journal of Innovative Education》2017,15(1):25-41
This article highlights a best practice approach that showcases the highly successful deployment of a hybrid course delivery structure for an Operations core course in an Executive MBA Program. A key design element of the approach was the modular design of both the course itself and the learning materials. While other hybrid deployments may stress the importance of modular design, our deployment demonstrates how content can be easily mixed and matched into shorter courses on select topics. In particular, through the migration of select content online and the use of face‐to‐face class time for discussion and active‐learning experiences, we were able to dramatically reduce face‐to‐face student seat time, positively increase the student experience, and facilitate dramatic improvement in student academic achievement. 相似文献
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Charles B. Shrader Sue Pickard Ravenscroft Jeffrey B. Kaufmann Kyle Hansen 《Decision Sciences Journal of Innovative Education》2021,19(1):40-62
Although classroom cheating violates academic standards of behavior, it occurs frequently. Although the research on cheating is extensive, few researchers have interviewed students directly involved in cheating behaviors. We explore interview responses gathered from a cohort of graduate accounting students, some of whom colluded on an assignment, whereas others did not. We use Latent Dirichlet Allocation (LDA), a powerful text mining algorithm, as our primary tool to explore the underlying topical structure of the interviews and to demarcate subtle differences among students’ reactions to and explanations of their experience. Because LDA does not impose or require a priori theories, we use it to provide ideas for future research rather than to test extant theories about classroom collusion. We identify five primary topics that emerged from the accounting students’ reflections: (1) general course context (including honor code), (2) the rigor of the assignment, (3) student teams as support mechanisms, (4) the perceived repercussions of cheating (colluding), and (5) personality differences between the tax and audit track students. We find subtle language differences between colluders and noncolluders. Colluders considered the nature of the assignment and the difference between tax and audit majors more significant than noncolluders did. Additionally, the role of teams and the general institutional context were somewhat less relevant for colluders than for noncolluders. We conclude by exploring ethical and pedagogical implications of structuring courses as heavily team based for teaching and future research purposes. 相似文献
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David M. Levine David F. Stephan 《Decision Sciences Journal of Innovative Education》2011,9(3):395-400
Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework. The DCOVA problem‐solving framework that presents discrete steps to define, collect, organize, visualize, and analyze data addresses these concerns while helping to enhance the perceived value of taking statistics courses. 相似文献
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Marlene A. Smith Susan M. Keaveney 《Decision Sciences Journal of Innovative Education》2017,15(1):82-100
This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe how four key elements of online courses (course structure, content‐based learning materials, assignments, and learning assessment) should be fashioned in a way that honors the technical or strategic focus of the learning environment. How the technical/strategic paradigm molds well with many different types of executive educational audiences and settings is illustrated. Course developers seeking advice on how to put these ideas into practice will find lists of resources and implementable recommendations. Ultimately, we argue that some of the pitfalls that faculty experience when transitioning from a traditional business school environment to an online executive education environment can be attributed to a misunderstanding of the degree to which students expect technical versus strategic content. 相似文献
16.
Leslie Ramos Salazar Stephen L. Hayward 《Decision Sciences Journal of Innovative Education》2018,16(3):217-240
This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed. 相似文献
17.
李冬梅 《安阳师范学院学报》2007,(6):19-20
美育是党的教育方针的重要组成部分,是对大学生进行思想政治教育的重要途径。高等学校要充分重视并大力开展美育工作,实施整个教学活动的审美化。 相似文献
18.
郭燕萍 《湖南科技学院学报》2006,27(4):253-254
高等学校作为培养高级专门人才的摇篮,应通过多种途径开展多种形式的爱国主义教育,特别是要重视“两课”的作用,要积极改善“两课”教学,紧抓大学生的兴趣点、关注点、贴身点,帮助他们树立正确的爱国主义观;并通过“两课”途径激发大学生的爱国主义热情,培养他们的爱国主义品质,引导他们的爱国主义行动。 相似文献
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Regis Terpend Ph.D. Thomas F. Gattiker Ph.D. Scott E. Lowe Ph.D. 《Decision Sciences Journal of Innovative Education》2014,12(2):149-173
Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e‐texts). Despite the advantages of e‐texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e‐texts. This situation leads us to investigate two research questions: What factors contribute to students’ acceptance of e‐texts? Are there differences between hardcopy texts and e‐texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e‐texts, and the learning outcomes of e‐text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease‐of‐use and the price of e‐texts relative to hardcopy texts are two key motivators in e‐text adoption, while perceived usefulness, Internet self‐efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e‐text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators. 相似文献