Measuring Student Engagement Perceptions in University Level Business Finance Courses
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| Title: | Measuring Student Engagement Perceptions in University Level Business Finance Courses |
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| Language: | English |
| Authors: | Boozer, Benjamin B., Simon, Amy A. |
| Source: | Journal of Instructional Pedagogies. Jan 2020 23. |
| Availability: | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Business Administration Education, Instructional Effectiveness, Undergraduate Students, Courseware, Homework, Feedback (Response), Positive Attitudes, Problem Solving, Critical Thinking, Academic Language, Relevance (Education), Young Adults |
| Geographic Terms: | Alabama |
| ISSN: | 2327-5324 |
| Abstract: | This research addresses university student perceptions of a digital learning platform, such as MindTap by Cengage Learning, and how the technology affects student engagement within finance courses. Areas of impact and features of the product were surveyed via a Likert scale of effectiveness. As expected, perceptions were generally positive across most categories measured. Students expressed higher perceived effectiveness of homework and problem-solving areas but were less likely to agree that the product improved learning outcomes. This disconnect raises questions about the relationship between the perception of such interactive tools and actual outcomes. To the extent that students are engaged in the way that they learn would be expected to produce increased learning outcomes. Further research is suggested to measure perceptions and actual observations. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1241955 |
| Database: | ERIC |
| Abstract: | This research addresses university student perceptions of a digital learning platform, such as MindTap by Cengage Learning, and how the technology affects student engagement within finance courses. Areas of impact and features of the product were surveyed via a Likert scale of effectiveness. As expected, perceptions were generally positive across most categories measured. Students expressed higher perceived effectiveness of homework and problem-solving areas but were less likely to agree that the product improved learning outcomes. This disconnect raises questions about the relationship between the perception of such interactive tools and actual outcomes. To the extent that students are engaged in the way that they learn would be expected to produce increased learning outcomes. Further research is suggested to measure perceptions and actual observations. |
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| ISSN: | 2327-5324 |
