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Teaching and learning in Large Classes:◦ Large Class project◦ Participants◦ Strategies for teaching large classes

UCT’s proposed innovation:◦ Large classes in Commerce Faculty◦ SAICA accredited programmes◦ Inter-relationships in Accounting disciplines◦ Practical experiences

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Centre for Improving Teaching and Learning in Higher Education (CITL), in CHED

How large is a ‘large class’?◦ More than 50 students?◦ More than 450 students?

At UCT: 23 classes with 450+ students, of which 10 in Commerce Faculty (4 each in ACC & ECO) 2 in Law Faculty 6 in Science Faculty 4 in Humanities

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Move from large classes that are heavily lecture-centered

To proactive and interactive teaching and learning

Student understand and accept responsibility for own studies

Frequent and useful feedback

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Aspects that hamper effective teaching in large classes:

Basic approach: “tell them – and test them” Academics: Reward system focus on

research and not on improving teaching (of large classes)

Students: Non-attendance, difficult to control, lack of motivation/maturity/manners, lack of skills for learning

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Movement towards: Increased student involvement Inter-active learning Higher expectations Increased feedback ‘Small group learning’ in large classes Push to use more electronic technology

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Teaching strategies in large classes: “Turn to your neighbour/friend” Tutorials, workshops (collaboration) Change in pace/ short pauses Short, summarised slides & examples Introduction and conclusion for each lecture Interaction via Vula (not only one-way) Get to know the students!

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University of Johannesburg (UJ): Business Management (1st year course): 3 326 students, largest venue seats 900 Problems with:

◦ Lack of space & logistics◦ Computer resources & downtime

Introduced:◦ E-learning, CD’s study guides, on-line multiple choice

Innovation:◦ Tutorial system (not included in time table, no

venues)

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University of Western Cape (UWC): 1st year Law course (approx. 300 students) Problems with:◦ Literacy and writing skills◦ Student behaviour: poor attendance, no interaction,

lack of motivation Introduced:◦ E-learning, tutorials (not compulsory) Innovation:◦ Writing skills workshops, discussion groups in

tutorials

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University of Fort Hare (UFH): 1st year Law course (approx. 250 students) Problems with:◦ Students don’t use facilities available: writing facility,

tutorials◦ Student behaviour: poor attendance, no interaction, lack

of motivation Introduced:◦ E-learning, tutorials (not compulsory) Innovation:◦ Introduce practical examples in tutorials, inspire and

ensure independent learning

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University of Cape Town (UCT): Collective teaching innovation to enhance

student understanding and learning of principles of accounting entries and controls concepts by exposing them to practical examples via simulation.

2nd year CA programme – collaboration between 3 large classes: INF2004F: IT in Business ACC2012W: Financial Reporting 2 ACC2018S: Control of Financial Information

Systems

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University of Cape Town (UCT): Problems with:◦ Practical application of theory (can’t take large

class outside)◦ Lack of understanding of inter-relationship between

courses◦ Perceived dominance of majors vs support courses◦ Limited resources: computers◦ Use of technology for assessment of large classes

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University of Cape Town (UCT): Introduced practical application of computer

accounting package:◦ TERM 1: Pastel applications: teaching & tutorials

(INF2004F)◦ TERM 2: Pastel project: posting of accounting

entries, produce financial statements (ACC2012W)◦ Pastel tutors appointed for both courses, ◦ UCT is official Pastel Training Centre, tutors are

trained by Pastel

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University of Cape Town (UCT): 2nd year CA programme: collaboration

between 3 courses Innovation:◦ Introduce practical (‘real life’) case study◦ Pre-reading (workbook) & online assessment◦ Extend to include systems objectives and controls◦ Extend to include payroll module◦ Extend to require use of current internet sourced

information

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University of Cape Town (UCT): 2nd year CA programme: collaboration between

3 courses Resources involved:◦ Staff in Department of Accounting and Information

Systems◦ Library: introduction presentation of case study◦ Support/grant from Centre of Educational Technology

(CET)◦ Support & grant from CHED

There-after:◦ Extend to audit applications of Pastel?◦ Extend to budgeting applications?

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