1. teaching and learning in large classes: ◦ large class project ◦ participants ◦ strategies...
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Teaching and learning in Large Classes:◦ Large Class project◦ Participants◦ Strategies for teaching large classes
UCT’s proposed innovation:◦ Large classes in Commerce Faculty◦ SAICA accredited programmes◦ Inter-relationships in Accounting disciplines◦ Practical experiences
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Centre for Improving Teaching and Learning in Higher Education (CITL), in CHED
How large is a ‘large class’?◦ More than 50 students?◦ More than 450 students?
At UCT: 23 classes with 450+ students, of which 10 in Commerce Faculty (4 each in ACC & ECO) 2 in Law Faculty 6 in Science Faculty 4 in Humanities
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Move from large classes that are heavily lecture-centered
To proactive and interactive teaching and learning
Student understand and accept responsibility for own studies
Frequent and useful feedback
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Aspects that hamper effective teaching in large classes:
Basic approach: “tell them – and test them” Academics: Reward system focus on
research and not on improving teaching (of large classes)
Students: Non-attendance, difficult to control, lack of motivation/maturity/manners, lack of skills for learning
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Movement towards: Increased student involvement Inter-active learning Higher expectations Increased feedback ‘Small group learning’ in large classes Push to use more electronic technology
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Teaching strategies in large classes: “Turn to your neighbour/friend” Tutorials, workshops (collaboration) Change in pace/ short pauses Short, summarised slides & examples Introduction and conclusion for each lecture Interaction via Vula (not only one-way) Get to know the students!
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University of Johannesburg (UJ): Business Management (1st year course): 3 326 students, largest venue seats 900 Problems with:
◦ Lack of space & logistics◦ Computer resources & downtime
Introduced:◦ E-learning, CD’s study guides, on-line multiple choice
Innovation:◦ Tutorial system (not included in time table, no
venues)
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University of Western Cape (UWC): 1st year Law course (approx. 300 students) Problems with:◦ Literacy and writing skills◦ Student behaviour: poor attendance, no interaction,
lack of motivation Introduced:◦ E-learning, tutorials (not compulsory) Innovation:◦ Writing skills workshops, discussion groups in
tutorials
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University of Fort Hare (UFH): 1st year Law course (approx. 250 students) Problems with:◦ Students don’t use facilities available: writing facility,
tutorials◦ Student behaviour: poor attendance, no interaction, lack
of motivation Introduced:◦ E-learning, tutorials (not compulsory) Innovation:◦ Introduce practical examples in tutorials, inspire and
ensure independent learning
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University of Cape Town (UCT): Collective teaching innovation to enhance
student understanding and learning of principles of accounting entries and controls concepts by exposing them to practical examples via simulation.
2nd year CA programme – collaboration between 3 large classes: INF2004F: IT in Business ACC2012W: Financial Reporting 2 ACC2018S: Control of Financial Information
Systems
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University of Cape Town (UCT): Problems with:◦ Practical application of theory (can’t take large
class outside)◦ Lack of understanding of inter-relationship between
courses◦ Perceived dominance of majors vs support courses◦ Limited resources: computers◦ Use of technology for assessment of large classes
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University of Cape Town (UCT): Introduced practical application of computer
accounting package:◦ TERM 1: Pastel applications: teaching & tutorials
(INF2004F)◦ TERM 2: Pastel project: posting of accounting
entries, produce financial statements (ACC2012W)◦ Pastel tutors appointed for both courses, ◦ UCT is official Pastel Training Centre, tutors are
trained by Pastel
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University of Cape Town (UCT): 2nd year CA programme: collaboration
between 3 courses Innovation:◦ Introduce practical (‘real life’) case study◦ Pre-reading (workbook) & online assessment◦ Extend to include systems objectives and controls◦ Extend to include payroll module◦ Extend to require use of current internet sourced
information
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University of Cape Town (UCT): 2nd year CA programme: collaboration between
3 courses Resources involved:◦ Staff in Department of Accounting and Information
Systems◦ Library: introduction presentation of case study◦ Support/grant from Centre of Educational Technology
(CET)◦ Support & grant from CHED
There-after:◦ Extend to audit applications of Pastel?◦ Extend to budgeting applications?
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