Can Finance Education Benefit from Online Collaborative Methods? An Experiment

Joe N Abou Jaoude, Raafat G Saade
InSITE 2017  •  2017  •  pp. 183-189
Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia.

Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic.

Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57.

Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance.
Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey.

Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness.

Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools.

Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education.

Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

peer-to-peer, collaborative learning, online education, hybrid education, finance education, student opinion
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