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Large Class Teaching Intervention

Large Class Teaching Intervention. Large Class Teaching Intervention. 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

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Large Class Teaching Intervention

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  1. Large Class Teaching Intervention

  2. Large Class Teaching Intervention • 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

  3. Teaching and learning in large classes • 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

  4. Strategies for Large Class teaching • 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

  5. Strategies for Large Class teaching 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

  6. Strategies for Large Class teaching Movement towards: • Increased student involvement • Inter-active learning • Higher expectations • Increased feedback • ‘Small group learning’ in large classes • Push to use more electronic technology

  7. Strategies for Large Class teaching 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!

  8. Large Classes Project 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)

  9. Large class project: 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

  10. Large class project: 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

  11. Large class project: 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

  12. Large class project: 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

  13. Large class project: 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

  14. Large class project: 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

  15. Large class project: 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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