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dc.contributor.authorSeitz, Jamie
dc.date.accessioned2020-02-04T20:57:39Z
dc.date.available2020-02-04T20:57:39Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/512
dc.descriptionPresentation. 2nd Celebration of Teaching & Learning Symposium, January 25, 2018, the University of Southern Indiana
dc.description.abstractWhy do Accounting students have issues connecting accounting theory to assessments?  The flipped classroom models allow the instructor to be present during seat time to connect the lecture to homework. How does it work?  As with most classes involving numerical problems, example problem sets are often utilized to reinforce accounting theory.  All lectures are pre-recorded using Panopto and/or VoiceThread (lectures are approximately 15-25 minutes in length).  Students are required to take a pre-test in My Accounting Lab (homework management software) for participation points only.  This assessment is used to gauge the initial level of knowledge and introduce students to the topics and vocabulary.  Students are encouraged to read the textbook and review all recorded lectures for the chapter before coming to class at the beginning of the week.  The first 50 minutes of class are used to review the theory for the week.  The second 50 minutes are used to work examples previously selected by the instructor.  The last 50 minutes of the week are used for assigned homework in My Accounting Lab.  The instructor walks around and individually helps students with specific issues in homework.  If the instructor recognizes a deficiency in the majority of the students, then time is used to reinforce the topic(s).  By using this model, the instructor hopes the students gain confidence inside and outside the classroom, become more successful in accounting, and use time more efficiently.  Student comments on the flipped classroom model are positive.  Most student like the individual one on one time with the instructor and feel connected to the class.  
dc.subjectimproving student engagement and motivation
dc.subjectlearning in specific settings or contexts
dc.titleHow I Flip my Accounting Class
html.description.abstract<p>Why do Accounting students have issues connecting accounting theory to assessments?&nbsp; The flipped classroom models allow the instructor to be present during seat time to connect the lecture to homework.</p> <p>How does it work?&nbsp;<br /> As with most classes involving numerical problems, example problem sets are often utilized to reinforce accounting theory.&nbsp; All lectures are pre-recorded using Panopto and/or VoiceThread (lectures are approximately 15-25 minutes in length).&nbsp; Students are required to take a pre-test in My Accounting Lab (homework management software) for participation points only.&nbsp; This assessment is used to gauge the initial level of knowledge and introduce students to the topics and vocabulary.&nbsp; Students are encouraged to read the textbook and review all recorded lectures for the chapter before coming to class at the beginning of the week.&nbsp; The first 50 minutes of class are used to review the theory for the week.&nbsp; The second 50 minutes are used to work examples previously selected by the instructor.&nbsp; The last 50 minutes of the week are used for assigned homework in My Accounting Lab.&nbsp; The instructor walks around and individually helps students with specific issues in homework.&nbsp; If the instructor recognizes a deficiency in the majority of the students, then time is used to reinforce the topic(s).&nbsp; By using this model, the instructor hopes the students gain confidence inside and outside the classroom, become more successful in accounting, and use time more efficiently.&nbsp; Student comments on the flipped classroom model are positive.&nbsp; Most student like the individual one on one time with the instructor and feel connected to the class.&nbsp;&nbsp;</p>
dc.contributor.affiliationUniversity of Southern indiana


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