Improvement of the quality of teaching of accounting at technical universities
Article Sidebar
Main Article Content
Abstract
The article is focused on the analysis of the options for the use of LCMS systems, and other ICTs in the process of education. On the basis of the survey, we ascertained the impact of the number and the quality of the interim instructions for the overall outcome of the students during the semester. The research was carried out at the Slovak technical university in Bratislava in teaching the subject of accounting in the context of an enlarged teaching of economic subjects. The aim of the research was to assess the impact of ICTs use, in particular, independent of the educational internet portal implemented on its own and the total outcome. At the same time we have tried to analyze the impact of the self-regulation and self-evaluation during the study on the overall evaluation. The obtained results should become the starting point for the implementation of the wider research in the framework of the Slovak universities. e.g. Slovak University of Technology in Bratislava, University of Economics in Bratislava, Paneuropean University of Bratislava, but also of the partner foreign universities.
Keywords: quality of education; self-regulation; self-evaluation; teaching of accounting; technical universities
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Isman, A. & Gungoren, C. O. (2014). Digital ctizenship. Turkish Online Journal of Educational Technology-TOJET, 13 (1), 73-77.
Lüthje, C. & Franke, N. (2002). Fostering entrepreneurship through university education and training: Lessons from Massachusetts Institute of Technology. In European Academy of Management 2nd Annual Conference on Innovative Research in Management, Stockholm ( 9-11).
Lüthje, C. & Franke, N. (2003). The ‘making’of an entrepreneur: Testing a model of entrepreneurial intent among engineering students at MIT. R&d Management, 33 (2), 135-147.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9 (5), 1-6.
Schmidt, P.(2010). Hospodarska kriza ako iniciator zmien a moznosti vo vzdelavani. Technologia vzdelavania, 18 (5), 12-14.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40 (2), 85-94.
Spirkova, D., Caganova, D. & Bawa, M. (2015). The social capital influence on enterprise competitiveness in V4 countries. In Proceedings of the 7th European Conference on Intellectual Capital ECIC.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In Schunk, D.H. & Zimmerman, B. J. (Eds.), Self-regulation of learning and performance: Issues and educational implications (3-21). Hillsdale, NJ: Erlbaum.
Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.