Category: Articles

ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

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ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

Abstract

Many problems exist in traditional financial accounting course teaching, such as old-fashioned information-based teaching method, singe teaching method, and insufficient student-teacher interaction in the teaching process. These problems influence the effect of course teaching. To enhance student-teacher interaction, improve learning effect, and promote training quality of financial accounting talents, an ARS interactive teaching mode for financial accounting course that integrates Smart Classroom was proposed in this study. Cognitive flexibility theory was used as the theoretical guidance, and Smart Classroom teaching environment was combined to introduce ARS system and multimedia circuit system technology with the PowerPoint (PPT) function of the next page preview. The complete ARS interactive teaching mode based on Smart Classroom was constructed from the following: pre-class, in-class, and after-class integrated teaching; feedback teaching; and Peer Class. Meanwhile, a teaching experiment was conducted in financial accounting course. ARS interactive teaching mode based on Smart Classroom could significantly promote students’ autonomous learning, collaborative communication, classroom activity, and innovative thinking. The teaching mode was welcomed and supported by students. The mode plays a great promotion role in driving integration of information technology and education, achieving educational informationization, and improving the teaching effect of a financial accounting major.

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 2.

A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST)

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A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling

Abstract

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.

Keywords

Digital literacy; digital storytelling; critical inquiry; learning process

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 1.

Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

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Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

Abstract

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

 


Keywords

TAM, technology acceptance, usability, e-learning systems, LMS, Blackboard, PLS-SEM.

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Copyright (c) 2019 Sami Saeed Binyamin, Malcolm Rutter, Sally Smith 

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 1.