Effective Teaching Approaches in Diploma of Business Course

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1 Abstract: Effective Teaching Approaches in Diploma of Business Course Tsen Tzee Mui Curtin University Sarawak Malaysia Dr Beena Giridharan Curtin University Sarawak Malaysia Siti Kasmah Mohd. Kassim Curtin University Sarawak Malaysia & Angelina Lao Siew Teing Teaching Diploma of Business (DOB) can be challenging as it is a competency based course which requires students to possess knowledge and skills aligned with current industrial standards. Employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, and technology skills are embedded in the DOB programme. In the DOB programme, students are encouraged to participate and share viewpoints freely with constructive feedback. In this study, the effectiveness of different approaches for teaching Diploma of Business was studied. The implementation of four tested teaching approaches such as the application of case studies, blended T&L approaches, small research based learning (SRBL), and group discussions, were found to be effective. However, from the survey, it is evident that group discussion is the most preferable approach, followed by blended T&L approach, case studies, and small research based learning (SRBL). Key words: teaching approaches, case studies, blended learning Introduction Vocational education is an important segment of post secondary education and a sub-sector of higher education contributing to the development of higher order thinking skills and knowledge in learners. There have been increased calls for responsiveness to industry needs leading to the implementation of innovative and flexible approaches in facilitating learning opportunities in vocational education and training (David Rumsey and Associates 2002; Kroneman 2001). Teaching vocational education and training (VET) courses require expertise and knowledge of domain discipline as well as sound understanding of the skills needed in the industry. The Australian Quality and Training framework provides the following definition for diploma qualifications.

2 The diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. (AQTF, 2009). AQTF (2009) further states that graduates of a diploma are expected to have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning. Societal changes have been attributed to various driving forces such as a rapidly expanding globalization, increased competition and the diverse customer needs and new emerging technologies (Cogburn, n.d.). These changes have subsequently created the need for curriculum review in vocational education. Facilitators of VET education are obliged to ensure that the learners develop skills that are transferable in different working sectors and develop core skills and competencies that respond to the changing requirements of the workplace. The paper reports on a study that examined different teaching approaches used in a Diploma of Business (DOB) course aligned to the Australian TAFE programme. Four different approaches employing case studies, blended T & L learning, small research based learning (SRBL) and group discussions were implemented in the teaching of Diploma of Business course. Although all the above approaches received positive responses from learners, learners enjoyed group discussions the most. Background Case Study Case Studies are commonly used as valuable teaching approaches in education. Case studies were introduced in the 1950s in the Harvard Business School to help students to identify actual problems and develop awareness to situations that contribute to the problems (Merseth, 1991). Through case studies, students are encouraged to explore situations, conduct investigation on the problem under consideration and develop their own justifications, while applying the knowledge of theories that they had to the problems at hand (Boyce, 1993). Analysing case studies help students to develop critical thinking and analytical skills. Case studies can be a practical teaching approach, as it helps students to prepare for real-world problems, actual crisis or situations. Blended Teaching and Learning Approach Curtin instils nine graduate attributes in students: being knowledge users, critical and creative thinkers, research smart, effective communicators, technology savvy, life-long learners, International citizens, culturally sensitive and profession wise. It is possible to ensure that graduate demonstrate these skills in students through blended teaching and learning approaches. Blended teaching and learning approach combines several delivery methods in higher education such as face-to-face classrooms, live e-learning, problem-based learning and self-paced learning (Valiathan, 2002). Curtin has a Learning Management System (LMS), Moodle that allows online forums and discussions and for posting of resources to supplement face-to-face classroom learning. These interactions assist learners in engaging in discourse with peers and facilitators. Blended teaching and learning approaches allow for more efficient use of resources available on Moodle. In addition, the blended methods, techniques and resources used in teaching create an interactive meaningful learning environment while strengthening critical thinking skills among students.

3 Small research based learning Incorporating small research based project in DOB will enable students to read, research, and analyse data relevant to the project given. Key concepts can be explored and understood at the students pace through this approach. Classroom Discussion Another teaching method is to encourage discussions during class time, which is an active learning approach for students. Ryan et al (2007) advocate class participation as it promotes active learning and is an important component of seminar style classes. This discussion can be in two forms: whole class discussion or small group discussion. Student discussion approach has to be combined with classroom lectures. A) Whole Class Discussion During the seminar the lecturer probes students with questions to make them participate or give examples from their own personal experiences related to the subject matter discussed in class. Class discussions promote information transfer between the lecturer and students (Kelly, 2004). B) Small Group Discussion During small group discussion students are put in small groups to discuss a case study or a set of questions. An appointed leader chosen by the team members in each group then presents answers from their discussions to the whole class. These approaches encourage peer learning in a socially constructed learning space. Collaborative learning models in which there is active sharing and creating of knowledge is recommended in several studies as cited by Remedios, Clarke and Hawthorne (2008). Students are said to benefit from both explaining to others and having material explained to them by their peers in Bruffee (1994); Moust et al., (1987) as cited in Remedios (2008). When facilitators adopt flexible teaching strategy, students not only build confidence to voice out opinions, but also have more practice in verbal communication and receive feedback. Students are provided with verbal feedback on submitted summative assessments, and permitted to submit enhanced versions if necessary. In this way, students have the opportunity to further improve in their assessments, and develop the assessed skills in depth. Research Methodology The study applied qualitative methodology to gain insights in specific teaching contexts such as competency based teaching and learning. The case study method enabled the researchers to develop a full understanding of the subject matter studied. In case studies, the case is investigated in depth, in natural settings and recognises the context in its entirety (Punch, 1998). A case study is one of the most frequently employed qualitative research design that allows researchers to learn more about the issue under study (Wiseman, 1999). The study involved the examination and investigation of student and staff experiences towards the defined instructional methods applied in the DOB course which require numerous data gathering processes. The teaching team utilising the specific instructional approaches recorded observations of student responses and wrote reflections of their own experiences in research diaries. A standard feedback form was also designed to gather anonymous feedback from students on their responses to the particular instructional methods (See appendix A). The

4 feedback using Likert items, multiple choice questions and open ended questionnaires was administered by the teaching team. The data analysis and discussions were anticipated to further advance the curriculum and enhance the learning experiences of the students and teaching experiences of the staff involved as well as support conceptual theories on instructional practices applied in the study. Participants The participants in this study comprise students enrolled in units in DOB taught by the researchers and the participant researchers. In order to gather the collective understanding of both staff and students on the defined instructional methods used, it was crucial that both parties participated in the study. Procedure The project was implemented in semester 1 and semester 2 of the academic year 2010 and involved the teaching staff setting clear guidelines and teaching plans for utilising the defined instructional approaches in their classrooms for each semester. The use of research diaries allowed the researchers to record responses of students to these approaches and also allowed them to reflect on their own class room experiences. In addition, standard feedback forms designed to gather viewpoints and experiences of students were administered. The researchers worked with the Dean of School to analyse the data gathered and to make decisions on selecting appropriate instructional methodologies for competency based teaching and learning. Data Analysis and Discussion In total one hundred and fifty three (153) student respondents participated in this study. From the likert item (Part A) data analysis, it was found that the four selected teaching approaches are effective. Seventy five percent (75%) of students approved the teaching approaches by selecting likert items Strongly Agree or Agree, twenty two percent (22%) of students responded in neutral, and only three percent (3%) of students expressed disagreement with the teaching approaches. Effective teaching approaches The conversion of likert items to likert scale of one to five, where five represents strongly agree, the highest weighted scale falls under Classroom Discussion approach (4.14), followed by Blended T&L approach (4.02), Case Study approach (3.87), and Small Research approach (3.78). Further, from the data analysis in section B, we found that among all the selected teaching and learning approaches, students preferred using small group discussion approach (22%); while having slightly higher preference for small group discussions (56%) when compared to whole class discussions (44%).

5 Blended T&L approach was rated higher by the student participants (72%) compared to faceto-face delivery at (17%), or Moodle (online learning) at (11%). Student engagement In terms of student engagement, blended T&L approach engaged the student most (33%), followed by small group discussions (22%), small research based learning methods (18%), whole class discussion (15%), and case studies (12%). Student feedback The data analysis of open ended questionnaires further established that students could relate theoretical knowledge to practical scenarios through case studies approaches. Learning through flexible teaching approaches and blended T&L approach allowed students to learn in a flexible manner through downloading learning materials and submitting assessments online. In addition students commented that any clarification of learning concepts could be done during face-to-face sessions. The researchers feel that blended and flexible learning methods support independent learning in students. Students also benefited from group discussion that generated more collaborative thinking, and appreciated small research based learning that led them to think outside the box and gain current knowledge beyond the classroom, eventually introducing them more to the real-world. Other teaching approaches Students were asked on what other teaching tools or approaches they felt would engage them better. They responded that showing video clips, having more practical sessions, games, asking more questions during the class, demonstrations, better assessment guidelines given through Moodle, quizzes, mentor-mentee programmes with senior students would be additional alternatives that could incorporated in teaching the DOB programme. Conclusion The study supports the notion of including blended teaching and learning approaches in vocational teaching as shown in the literature of VET. It confirms that students in the current DOB course are able to learn more effectively with the combination of the selected teaching approaches. The present study suggests that students in the DOB programme may not be prepared for complete independent online learning yet. A majority of the students enjoyed group learning, stating that small group discussion were able to engage the students better than whole class discussions. The study confirms several theoretical assumptions of teaching and learning in competency based programmes without laying claims to generalisations in DOB courses as befits a case study.

6 References: Australian Quality and Training Framework. (2009). Retrieved from Boyce, A. (1993). The Case Study Approach for Pedagogists. Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance. Washington DC. Cogburn, D. (n.d.). Globalization. Knowledge, Education and Training. Retrieved from David Rumsey and Associates. (2002). Shaping the VET practitioner of the future. Perth: Western Australia Department of Training. Kelly, M. (n.d.). Whole Group Discussion Pros and Cons. Retrieved from About.com: Kronemann, M. (2001). TAFE teachers: Facing the challenge. Research to reality: Putting VET research to work, Proceedings of the 4th Annual Australian VET Research Association Conference, March, Adelaide. Retrieved from Frykholm, C.-U., & Nitzler, R. (1993). Working life as a pedagogical discourse: empirical studies of vocational and career education based on theories of Bourdieu and Bernstein. Journal of Curriculum Studies, 25, Merseth, K. K. (1991). The Case for Cases in Teacher Education. RIE. 42p. (ERIC). Punch, K.F. (1998). Introduction to Social Research: Quantitative & Qualitative Approaches. Sage Publications: California. Remedios L., C. D. (2008). The Silent Participation In Small Group Collaboration Learning Contexts. Active Learning in Higher Education, 202. Ryan G., M. L. (2007). Peer, Professor and Self-Evaluation of Class Participation. Active Learning in Higher Education. 8; 49. Valiathan, P. (2002) Blended Learning Models. Learning circuits ASTD s source for e- learning Retrieved from Wiseman, D.C. (1999). Research Strategies for Education. Wadsworth Publishing Company: London. Copyright

7 Copyright 2011 Tsen Tzee Mui, Beena Giridharan Siti Kasmah Mohd. Kassim and Angelina Lao: The author/s assign to Enhancing Learning: Teaching and Learning Conference 2011 a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the organisers of the Enhancing Learning: Teaching and Learning Conference 2011 Conference to publish this document as part of the conference proceedings. Any other usage is prohibited without the express permission of the authors. Biodata- Tsen Tzee Mui has been working with Curtin University Sarawak Malaysia since She has seven years of teaching experience, inclusive four years teaching in competency based Diploma course. She received her Master of International Finance, and Bachelor of Commerce Accounting from Curtin University, Western Australia.

8 Appendix A BSB50207 DIPLOMA OF BUSINESS EFFECTIVE TEACHING AND LEARNING METHODS SURVEY FEEDBACK FORM Thank you for participating in the teaching and learning survey. Please provide your feedback for any / all teaching approaches you have experienced as follows: i. Case Study ii. Blended Teaching & Learning (T&L) Approach iii. Classroom discussion and Small group discussion iv. Small research based learning QUESTIONS Section A Likert Items Questionnaire Select only one answer for the following0 questions based on how much you agree with the point of view in the item. SA = Strongly agree A = Agree N = Neutral D = Disagree SD = Strongly disagree 1. Case study teaching approach is interesting and helps you in your learning. 2. In case studies, you can analyse educational concepts and theories and apply it accordingly in a systematic way. 3. The blended T&L approach by having face-to-face learning session, plus access to learning material and learning activities through Moodle (online based learning) help you to learn better. 4. Classroom discussion or small group discussion will help to improve your knowledge of the subject in the unit, and help you to consolidate what you have learned. 5. Classroom discussion or small group discussion motivate you to participate and learn in class. 6. Classroom discussions or small group discussions help link theory to real world practice, and sharpen your analytical skills.

9 7. Classroom discussion or small group discussion help to develop communication skills and promote team work. 8. Small research based learning, which engage with searching information from various resources including browsing internet, allows you to access real business world scenario and learn better. 9. Small research based learning, is more time consuming, but is more interesting. 10. The knowledge that gains from small research based learning is broader, and helps to retain the knowledge longer. Section B Multiple Choice Questions 11. Which of the following learning methods you have experienced? (You can select more than one choice) (a) Case Study (b) Blended Teaching & Learning Approach (partially face-to-face delivery, and partially online based) (c) Small research (search real world information from the internet) (d) Whole class discussion (e) Small group discussion (f) All of the above 12. Which of the following classroom activity do you prefer more? a) Whole class discussion b) Small group discussion 13. Which of the following teaching methods suit better to your learning style? (a) Blended T&L approach (having face-to-face learning session, plus access to learning material and learning activities through Moodle) (b) Face-to-face delivery only (c) Moodle (online learning) only 14. Which teaching method do you think that gets you engaged more to your learning progress and achievement? (Please select ONLY ONE answer.) a) Case Study b) Blended Teaching & Learning Approach (partially face-to-face delivery, and partially online based) c) Small research (search real world information from the internet) d) Whole class discussion e) Small group discussion

10 Appendix A (continued) Section C Open Ended Question 15. How well can you apply the knowledge of the subject being taught in case studies? 16. Comment briefly on how using Moodle benefits you in your learning process. 17. How helpful is classroom or small group discussion in motivate you, sharpen your analytical skills, develop communication skills, and team work? 18. Briefly describe is small research based learning a good learning strategy and why? 19. Please provide suggestion on other teaching approaches that will help you learn better.