ISSN: 2226-6348
Open access
The rapid development of information technology has gradually penetrated people's work and life through digital methods. Traditional teaching and offline classroom can no longer meet the practical application of digital requirement in higher education disciplines. Therefore, digital teaching has become an important component of teaching. In order to improve digital teaching strategy, this study takes undergraduate accounting students as the research object. Through experiments, this study explores the impact of PBL based digital teaching strategy on the practical learning and application abilities of accounting students, and proposes a problem-based learning (PBL) model based on digital teaching strategy aimed at enhancing students' practical learning and application abilities. It was found that digital teaching strategy, through diverse teaching tools such as online learning platforms, virtual simulation software, and data analysis tools, can not only attract students' attention and provide rich learning resources, but also help them master and apply complex knowledge better by simulating real work environments, enhance their practical operational abilities. In order to leverage the advantages of the two teaching strategies, it is recommended to combine digital teaching with traditional teaching in terms of teaching strategies, develop more comprehensive teaching strategies, comprehensively support students' academic development and practical ability improvement, to meet diverse digital learning requirement.
Bitar, N., & Davidovich, N. (2024). Transforming pedagogy: The digital revolution in higher education. Education Sciences, 14(8), 811.
McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences and Humanities Open, 8(1), 100479.
Rahman, M. W., Rahman, M. K., & Rahaman, M. M. (2021). Exploring the effective teaching methods for accounting subject in secondary schools: a case study. IOSR Journal of Humanities and Social Science, 26(4), 50-57.
Carvalho, C., & Almeida, A. C. (2022). The adequacy of accounting education in the development of transversal skills needed to meet market demands. Sustainability, 14(10), 5755.
Dolmans, D. H. J. M., De Grave, W. S., Wolfhagen, I. H. A. P., & Van Der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732-741.
Santos-Meneses, L. F., Pashchenko, T., & Mikhailova, A. (2023). Critical thinking in the context of adult learning through PBL and e-learning: A course framework. Thinking Skills and Creativity, 50, 101358.
Lin, Y. L., & Wang, W. T. (2024). Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies. Education and Information Technologies, 29(2), 2303–2328.
Barrows, H. S. (1986). A Taxonomy of Problem-Based Learning Methods. Medical Education, 20(6), 481-486.
Huang, J.-W., & Liao, Y.-M. (2024). Application of problem-based learning in marketing studies combined with silver-haired business opportunities. Thinking Skills and Creativity, 53, 101571.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Md. Salleh, S. (2018). The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177-195.
Wyness, L., & Dalton, F. (2018). The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives. Journal of Accounting Education, 45(4), 1-14.
Stanley, T., & Marsden, S. (2012). Problem-based learning: Does accounting education need it? Journal of Accounting Education, 30(4), 389-402.
He, L., & Hak-soon, Y. (2024). Research on the E-learning platform for art teaching and immersive digital entertainment experience based on improved neural networks. Entertainment Computing, 54, 100768.
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing.
Han, X. (2024). Research on English E-learning teaching strategy based on digital entertainment and gamification experience: Interactive teaching experience. Entertainment Computing, 54, 100867.
Mayer, R. E. (2019). Multimedia learning in practice: Effective strategies to improve understanding and application. Journal of Computer Assisted Learning, 35(6), 663-675.
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). Routledge.
Huang, Y., Lin, M., & Liu, X. (2024). Digital media and interactive E-learning application in art teaching process based on big data platform. Entertainment Computing, 54, 100737.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education.
Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105.
Pimdee, P., Sukkamart, A., Nantha, C., Kantathanawat, T., & Leekitchwatana, P. (2024). Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms. Heliyon, 10(e29172).
Gong, Y. (2021). Application of virtual reality teaching method and artificial intelligence technology in digital media art creation. Ecological Informatics, 61, 101304.
Nortvig, A.-M., Petersen, A. K., Helsinghof, H., & Brænder, B. (2020). Digital expansions of physical learning spaces in practice-based subjects - Blended learning in Art and Craft & Design in teacher education. Computers & Education, 146, 104020.
Wang, J. (2024). Application of digital media entertainment technology based on soft computing in immersive experience of remote piano teaching. Entertainment Computing, 54, 100822.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Bou-Hamad, I., & El Danaoui, M. (2024). Exploring the effects of e-learning readiness and psychological distress on graduate students’ e-learning satisfaction during the COVID-19 pandemic: A descriptive study from Lebanon. Heliyon, 10(e33257).
Shrestha, S., & Dahlke, S., & Butler, J. I., & Hunter, K., & Fox, M. T., & Davidson, S., & Chasteen, A. L., & Moody, E. (2024). Nursing students’ perceptions on a pain management e-learning module: An exploratory quantitative study. Pain Management Nursing, 25(2), e138-e143.
Xuechun, W., & Nasri, N. M. (2024). Digital Teaching Strategy Focusing on “Practical Learning and Application” through Problem-Based Learning. International Journal of Academic Research in Progressive Education and Development, 13(4), 116–128.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode