You are here

Home » Content

Teaching methods for increasing the participations of students: Innovative dynamics games

Journal Name:

  • Intangible Capital

Publication Year:

  • 2013

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Purpose: This paper analyses new dynamics as teaching methodologies in the context of the degrees adapted to the EHEA. The aim of this study is double: to assess whether there is greater involvement in seminars with these new dynamics and to test if learning also experienced changes. Design/methodology/approach: To experiment with the introduction of innovative dynamic games in an introductory course in accounting. These new dynamics are applied during the academic year 2010-11 in the UPF. The design, implementation and evaluation of the methodology devised have followed three stages: 1) Game Design and adequate dynamic; 2) To test the games; 2) Implementation during the course. Findings: The results show that students value positively those dynamics improving their learning and creating greater involvement. Research limitations/implications: There are some contradictory results regarding the knowledge gained by the students. Another area to be explored relates to the skills that the teacher must have in order to manage this type of dynamics. Originality/value: In an introductory level of the Financial Accounting course the most common dynamics is solving exercises. Due to the nature of matter, these are closed so they not provoke discussion among students. However, you can use activities that allow greater participation, especially through dynamics or games. This paper shows that.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon 454-2381-1-pb.pdf
  • 2
526-537
  • English

REFERENCES

References: 

ANDERSON, J.A.; ADAMS, M (1992). Acknowledging the learning styles of diverse student
populations: Implications for instructional design. In L.L. Border; N.V. Chism (Eds.).
Teaching for diversity, 49: 19-33, San Francisco: Jossey-Bass.
CLADELLAS, R., CASTELLÓ, A., BADIA, M.M., CIRERA, M.C. (2013). Effects of the PowerPoint
methodology on content learning. Intangible Capital, 9(1): 184-198.
COHEN, M. (1991). Making class participation a reality. Political Science and Politics, 24(4):
699-703. http://dx.doi.org/10.2307/419408 GRAEML, F.R.; BAENA, V.; MIHAI YIANNAKI, S. (2010). La integración de diferentes campos
del conocimiento en juegos de simulación empresarial. Revista de Docencia Universitaria,
8(2): 29-44.
GÓMEZ-RUIZ, L.M.; NARANJO-GIL, D. (2011). La competencia de trabajo en grupo: una
propuesta de actividad y de evaluación. Revista de Docencia Universitaria, 9(2):193-211.
KOLB, D.A. (1976). On management and the learning process. California Management Review,
18(3): 21-31. http://dx.doi.org/10.2307/41164649
POZO, J.I.; PÉREZ ECHEVARRÍA, M.P. (2009). Psicología del aprendizaje universitario: La
formación en competencias. Ediciones Morata, Madrid.
RODRÍGUEZ JIMÉNEZ, R.M.; TERRÓN, M.J.; GRACIA, P. (2010). Recursos creativos corporales
y uso de la comunicación no-verbal para el desarrollo y evaluación de competencias
genéricas en alumnos de grado. Revista de Docencia Universitaria, 8(1): 142-157.
SINCLAIR, B.; FERGUSON, K. (2009). Integrating Simulated Teaching/Learning Strategies in
Undergraduate Nursing Education. International Journal of Nursing Education Scholarship
6(1). http://dx.doi.org/10.2202/1548-923X.1676
STEGEMANN, N.; SUTTON-BRADY, C. (2010). Putting Bling in the Classroom. Journal of
Business and Economics Research, 8(1): 99-106.
TEJADA PONCE, A.; PÉREZ MOROTE, R.; RAMÍREZ CÓRCOLES, Y.; TEJEDO ROMERO, F.;
PONTONES ROSA, C. (2012). Análisis de la tasa de éxito en la asignatura de Contabilidad de
Costes. Revista de Docencia Universitaria, 10(3): 347-377.

Thank you for copying data from http://www.arastirmax.com