Motivating students to prepare for class and engage in discussion using the hot seat

Accounting accreditation standards place a strong emphasis on student engagement in the learning process ( AACSB (AA) Accreditation Toolkit, 2009; The Association to Advance Collegiate Schools of Business (AACSB), 2009). However, budget constraints at many universities are creating larger class size...

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Bibliographic Details
Published in:Journal of accounting education 2009-09, Vol.27 (3), p.155-167
Main Authors: Bentley, Kathleen A., Brewer, Peter C., Eaton, Tim V.
Format: Article
Language:English
Subjects:
Accreditation
Active learning
Business schools
Large class sizes
Learner Engagement
Learning
Learning Processes
Motivation
Student engagement
Student participation
Students
Studies
Teaching innovation
Teaching methods
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Summary:Accounting accreditation standards place a strong emphasis on student engagement in the learning process ( AACSB (AA) Accreditation Toolkit, 2009; The Association to Advance Collegiate Schools of Business (AACSB), 2009). However, budget constraints at many universities are creating larger class sizes, thereby complicating the student-engagement process in two respects. First, it is difficult for professors to motivate students to prepare for class when the students perceive a small probability of being held individually accountable for reading assigned materials. Second, it becomes harder for professors to have one-on-one interactions with students during class as enrollments grow ( Litke, 1995). This lack of interaction makes it more difficult to engage students in the learning process. This article describes a teaching approach, called the “hot seat,” that overcomes these challenges by motivating students to prepare for class and engage in the learning process during class. Assessment data suggest that students valued the instructor’s commitment to high-quality instruction and that they believed the hot-seat approach accomplished its intended objectives of increasing student preparation, participation, and learning.
ISSN:0748-5751
1873-1996
DOI:10.1016/j.jaccedu.2010.07.001