Phillips, Peter J. and Loch, Birgit I. (2012) Dynamic and interactive teaching with technology. Journal of Financial Education, 38 (Fall/W). pp. 46-68. ISSN 0093-3961
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Abstract
This paper reports the results of an investigation into the efficacy of tablet PC technology in teaching introductory level corporate finance to a large cohort of 400 students, of which three quarters were enrolled for distance study. Tablet technology consolidates elements of traditional white-boardbased teaching and PowerPoint presentation in a manner that can generate a far more dynamic and interactive classroom experience without a dramatic departure from traditional instructional approaches. In addition,
it provides a straightforward option to capture classroom action for instructors who wish to deliver elements of the classroom experience to distance students. The student experience, which was assessed by an analysis of solicited (survey) and unsolicited student comments as well as
quantitative retention and performance data confirms the utility of the technology for both face-to-face and distance delivery. Some striking improvements in motivation (higher retention rates) and performance (final examination performance) were found.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | c. Financial Education Association. Submitted version made available. |
| Faculty / Department / School: | Historic - Faculty of Business and Law - School of Accounting, Economics and Finance |
| Date Deposited: | 02 Jan 2013 05:32 |
| Last Modified: | 18 Aug 2014 23:26 |
| Uncontrolled Keywords: | finance, tablet PC, PowerPoint, white board, interactive classroom experience, screen-cast |
| Fields of Research : | 14 Economics > 1402 Applied Economics > 140204 Economics of Education |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies |
| URI: | http://eprints.usq.edu.au/id/eprint/22285 |
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