The Experts below are selected from a list of 309 Experts worldwide ranked by ideXlab platform

Indra Abeysekera - One of the best experts on this subject based on the ideXlab platform.

  • The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum
    Social Science Research Network, 2015
    Co-Authors: Indra Abeysekera
    Abstract:

    The role of work-integrated learning in student preferences of Instructional Methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of Instructional Methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a high power distance society, Sri Lanka. Two hundred and ninety-seven accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students’ preferences of traditional, interactive, and case-study-based group Instructional Methods. All students least preferred the traditional Instructional Method across all courses. All students most preferred the interactive Instructional Method for high algorithmic courses. However, work-integrated learning students most preferred Instructional Methods that differ from other students for lower algorithmic courses. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.

  • Student Preferences for Instructional Methods in an Accounting Curriculum
    Social Science Research Network, 2015
    Co-Authors: Indra Abeysekera
    Abstract:

    Student preferences among Instructional Methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students’ preferences of Instructional Methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students’ preferences of traditional, interactive, and case-study-based group Instructional Methods. Students least preferred the traditional Instructional Method across all courses. Students most preferred the interactive Instructional Method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group Instructional Method in the management course, and the interactive and case-study-based group Instructional Methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.

  • The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum.
    Asia-Pacific journal of cooperative education, 2015
    Co-Authors: Indra Abeysekera
    Abstract:

    The role of work-integrated learning in student preferences of Instructional Methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of Instructional Methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a high power distance society, Sri Lanka. Two hundred and ninety-seven accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students’ preferences of traditional, interactive, and case-study-based group Instructional Methods. All students least preferred the traditional Instructional Method across all courses. All students most preferred the interactive Instructional Method for high algorithmic courses. However, work-integrated learning students most preferred Instructional Methods that differ from other students for lower algorithmic courses. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum. (Asia-Pacific Journal of Cooperative Education, 2015, 16(1), 71-86)

  • Student preferences for Instructional Methods in an accounting curriculum
    The International Journal of Teaching and Learning in Higher Education, 2015
    Co-Authors: Indra Abeysekera
    Abstract:

    Student preferences among Instructional Methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students’ preferences of Instructional Methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students’ preferences of traditional, interactive, and case-studybased group Instructional Methods. Students least preferred the traditional Instructional Method across all courses. Students most preferred the interactive Instructional Method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group Instructional Method in the management course and the interactive and case-study-based group Instructional Methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum. Change in the future of higher education is influenced by the massive increase in the availability of knowledge, competition for students and government funding, digital technology, mobility of students and academics, and the building of deeper relationships with industry to differentiate teaching programs (EY, 2014). In relation to accounting, the Pathways Commission on Accounting for Higher Education, created by the American Accounting Association and the American Institute of Certified Public Accountants, noted that more needs to be done to engage and retain the strongest possible community of students in the study of accounting (Pathways Commission, 2012, p. 9). Consistent with that vision, this study explored students’ preferred Instructional Methods for learning in an undergraduate accounting degree program across six core courses that demanded different levels of algorithmic rigor. The three Instructional Methods investigated were traditional, interactive, and casestudy-based group. There were three motivations behind undertaking

  • Learning Financial Accounting in a Tertiary Institution of a Developing Country: An Investigation into Instructional Methods
    Social Science Research Network, 2011
    Co-Authors: Indra Abeysekera
    Abstract:

    This study examines three Instructional Methods (traditional, interactive, and group case-based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the preferred Instructional Method. It analyses the written comments made by students in the survey questionnaire using thematic analysis to determine the reasons behind their preference. The findings reveal that the most preferred Instructional Method is interactive and the least is traditional.

Mireille Betrancourt - One of the best experts on this subject based on the ideXlab platform.

  • computer supported peer commenting a promising Instructional Method to promote skill development in vocational education
    Journal of Vocational Education & Training, 2010
    Co-Authors: Monica Gavota, Alberto Cattaneo, Christoph Arn, Elena Boldrini, Elisa Motta, Daniel Schneider, Mireille Betrancourt
    Abstract:

    In vocational education, a challenging issue is to help apprentices build integrated knowledge from workplace training and school teaching. The present research proposes a learning design in which apprentices are required to write with a reciprocal peer‐tutoring approach about situations they encountered in the workplace in order to help in building such articulation. Two studies were conducted in order to investigate the effect of peer‐commenting learning designs that were elaborated in close collaboration with teachers, on the basis of both theoretical assumptions and field specificities. The findings showed that in both studies, apprentices were able to provide useful comments, corrections and revisions to their peers' entries and that the productions significantly improved as a result of these interventions. Furthermore, apprentices found the writing activity useful for learning and enjoyable. These studies provided insightful information regarding the implementation of computer‐supported writing acti...

Lynn Landis Long - One of the best experts on this subject based on the ideXlab platform.

Maxim V. Balagurov - One of the best experts on this subject based on the ideXlab platform.

  • The conversion algorithm of voltage source inverter control signals for operating current source inverter
    2015 16th International Conference of Young Specialists on Micro Nanotechnologies and Electron Devices, 2015
    Co-Authors: Alexander G. Volkov, Denis V. Makarov, Maksim A. Zharkov, Maxim V. Balagurov
    Abstract:

    This paper considers one of the Methods for controlling the current source inverter, which uses previously generated control signals for the voltage source inverter. Describes the Instructional Method for converting these signals with minimization of switching losses. Analysis results are verified with simulation modeling of control systems in the software PowerSIM, as well as experimental investigations of microprocessor control system based on field-programmable gate array.

Timothy J Newby - One of the best experts on this subject based on the ideXlab platform.