Does the use of computer assisted learning packages improve performance in accounting?

This study examines the factors affecting student performance in an undergraduate financial accounting course, utilising Computer Assisted Learning (CAL). Multiple regression analysis on student performance shows that positive perceptions of the usefulness of CAL significantly influenced performance. It was also found that International students had significantly poorer performance than local students. This result may be attributed to transitional problems experienced by these students, given their different pathways to university study Prior studies of accounting and computing at secondary school level, together with gender, were not significant influences on performance. The results have implications for accounting educators utilising CAL in courses as a means of improving students understanding of accounting concepts and as a means of providing efficient and effective educational instruction to maximise learning outcomes in accounting.

The impact of computer-assisted learning on academic grades: an assessment of students' perceptions

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors  affecting academic performance [such as gender, prior studies of  accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217-233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.

The role of computer assisted learning packages in determining learning outcomes of accounting students

This study examines the factors affecting student performance in an undergraduate financial accounting course, utilising Computer Assisted Learning (CAL) and use of a commercial software package. Multiple regression analysis was undertaken to examine the influences of perceptions of CAL and QuickBooks Pro, together with background variables such as gender, entry pathway and prior knowledge had on student performance. The results show that perceptions of CAL together with entry pathway were significant predictors of student performance. However, perceptions of the ,usefulness of QuickBooks Pro, prior studies of accounting and computing, together with gender, were not significant influences on performance. In terms of entry pathway it was found that International students, many of whom entered the university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. This result may be attributed to transitional problems experienced by these students, given their different pathways to university study.

The results have implications for accounting educators utilising CAL in courses as a means of improving students understanding of accounting concepts. The study also provides reflections on the use of CAL and a commercial software package as a means of providing efficient and effective educational instruction to maximise learning outcomes in accounting.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

An investigation into the adoption of CDIO in distance education

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in disciplinefocused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods.

First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed.

The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, oncampus workshops, and the development of a virtual engineering enterprise.

English for a new millennium : leading change

Book overview: This book came about as a result of The Australian Government Summer School for Teachers program that was announced as part of the 2007-08 Budget Package: Realising Our Potential. The Summer School brought together over 200 academics, teachers and education department officials for a smorgasbord of keynote presentations, workshops and social events that is unlikely to be repeated in this country. English for a New Millennium gives every English teacher an opportunity to share in the richness of that experience. It includes contributions from Catherine Beavis, Ray Misson, Elizabeth Webby, Gabriel Matters and Clare Bradford.

Origins of agriculture at Kuk Swamp in the highlands of New Guinea

Multidisciplinary investigations at Kuk Swamp in the Highlands of Papua New Guinea show that agriculture arose independently in New Guinea by at least 6950 to 6440 calibrated years before the present (cal yr B.P.). Plant exploitation and some cultivation occurred on the wetland margin at 10,220 to 9910 cal yr B.P. (phase 1), mounding cultivation began by 6950 to 6440 cal yr B.P. (phase 2), and ditched cultivation began by 4350 to 3980 cal yr B.P. (phase 3). Clearance of lower montane rainforests began in the early Holocene, with modification to grassland at 6950 to 6440 cal yr B.P. Taro (Colocasia esculenta) was utilized in the early Holocene, and bananas (Musa spp.) were intensively cultivated by at least 6950 to 6440 cal yr B.P.

Avoiding Stereotyping and enhancing intercultural understanding

Anecdotally, language learners often struggle to acquire in­tercultural understanding. Teaching intercultural understanding presents significant challenges for language teachers. This article offers some in-sights into language learners' intercultural understanding and strategies to help enhance intercultural understanding that seek to promote analyti­cal and critical thinking. The aim is to build on the principles of the emerging pedagogy of Intercultural Language Learning (1cLL). IcLL suggests there is a 'third place', where cultures overlap. IcLL acknowl­edges the importance of identifying with the 'other', whilst not denying the 'self'. Intercultural competence requires sensitivity to difference, an ability to identify with others and to critically reflect on one's own cul­tural background.

Mid-Holocene (4200 kyr BP) mass mortalities in Mauritius (Mascarenes): insular vertebrates resilient to climatic extremes but vulnerable to human impact

In the light of the currently increasing drought frequency and water scarcity on oceanic islands, it is crucial for the conservation of threatened insular vertebrates to assess how they will be affected. A 4000 yr old fossil assemblage in the Mare Aux Songes (MAS), southwest Mauritius, Mascarene Islands, contains bones of 100 000+ individual vertebrates, dominated by two species of giant tortoises Cylindraspis triserrata and C. inepta, the dodo Raphus cucullatus, and 20 other vertebrate species (Rijsdijk, Hume, Bunnik, Florens, Baider, Shapiro et al. (2009) Mid-Holocene vertebrate bone Concentration-Lagerstätte on oceanic island Mauritius provides a window into the ecosystem of the dodo (Raphus cucullatus). Quaternary Science Reviews 28: 14–24). Nine radiocarbon dates of bones statistically overlap and suggest mass mortality occurred between 4235 and 4100 cal. yr BP. The mortality period coincides with a widely recognized megadrought event. Our multidisciplinary investigations combining geological, paleontological and hydrological evidence suggests the lake was located in a dry coastal setting and had desiccated during this period. Oxygen isotope data from a Uranium-series dated stalagmite from Rodrigues, an island 560 km east of Mauritius, supports this scenario by showing frequently alternating dry and wet periods lasting for decades between 4122 and 2260 cal. yr BP. An extreme drought resulted in falling water-tables at MAS and elsewhere on the island, perhaps deprived these insular vertebrates of fresh water, which led to natural mass mortalities and possibly to extirpations. In spite of these events, all insular species survived until at least the seventeenth century, confirming their resistance to climatic extremes. Despite this, the generally exponential increase of combined human impacts on islands including loss of geodiversity, habitats, and stocks of fresh water, there will be less environmental safe-haven options for insular endemic and native vertebrates during future megadrought conditions; and therefore will be more prone to extinction.