# Instructional Methodologies for Lifelong Learning Applied to a Sage Pastel First-Year Module

Tania Prinsloo, Pariksha Singh, Komla Pillay

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Tania Prinsloo, Pariksha Singh, Komla Pillay. Instructional Methodologies for Lifelong Learning Applied to a Sage Pastel First-Year Module. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.320-331, 10.1007/978-3-031-43393-1_29. hal-05533335

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# Instructional Methodologies for Lifelong Learning Applied to a Sage Pastel First-Year Module

Tania Prinsloo✉, Pariksha Singh ID, and Komla Pillay ID

University of Pretoria, Pretoria 0002, South Africa
{tania.prinsloo,pariksha.singh,komla.pillay}@up.ac.za

**Abstract.** Lifelong learning is a useful and beneficial skill to learn. In this paper, students from a university in South Africa are taught Sage Pastel in their first-year of study using the Instructional Methodologies Framework for Lifelong Learning. This framework includes problem-based learning, e-learning, reciprocal teaching, professional portfolios, reflections, and knowledge maps. The students were asked how they experienced the module and their responses were mapped to the framework to demonstrate their journey. It is concluded that the majority of the students found the approach useful as a lifelong learning skill, with an 85% positivity indicator. The teaching environment used for this paper is unique, as the data was gathered in 2021 when the university was teaching only online because of Covid-19 restrictions, but the benefits of following a lifelong learning approach are evident. Future research will include comparing this module to other first-year modules that follow a similar approach to determine if students do become life-long learners.

**Keywords:** Lifelong Learning · Sage Pastel · Instructional Methodologies · Learning Management System · Sustainable Development Goals

## 1 Introduction

"Wisdom is not a product of schooling, but the lifelong attempt to acquire it." – Einstein.

Lifelong learning is a skill that is widely recognized as beneficial and useful [1–3]. Lifelong learning can be translated to learning that can occur at all phases of life [4], irrespective of age. More recent interpretations are that lifelong learning should be entrenched in all perspectives, from learning center to employment, family, and society [5], ensuring that lifelong learning is never neglected. It is for this reason that the Sustainable Development Goals (SDGs) focus specifically on lifelong learning in SDG 4, which states that it needs to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” [6, p.1] which directly implies literacy and numeracy skills for all [7]. The learning culture is thus the idea of a society in which every person, regardless of age or location, has access to learning opportunities [8].
In this paper, the focus is on a first-year module – Sage Pastel – that is incorporated into an accounting module. It combines essential competency skills such as learning how to learn, and the knowledge of how to acquire new information, as detailed by Kaplan [2]. The aim of this paper is to determine if using Instructional Methodologies can enhance or promote lifelong learning for first-year students.

## 2 Background and Literature Review

At a higher education institution in South Africa, a cohort of approximately 2200 students typically enroll for a first-year Sage Pastel module. Sage Pastel is a cloud-based accounting application used worldwide. The main objective for the students is to apply accounting strategies and processes in the Sage Pastel application. The accounting principles and methods are acquired in an accounting course, and these transferable skills are practiced and enhanced in the Sage Pastel module. Our university works very closely with other modules in the program to increase the effectiveness and understanding of the Sage Pastel module. The Sage Pastel curriculum evolved in 2020 to be an integral part of the accounting programs offered at our university. The enhanced curriculum changed from an examination module to a continuous assessment module which enhances lifelong learning. The module carries three credits that equate to thirty notional hours of learning. The students are required to write two semester tests, but the rest of the module is based on assignments. Some of the principles of lifelong learning that were further integrated are to teach for understanding by using an interactive eBook and videos, applying their knowledge in the corresponding accounting module, and applying the accounting concepts rather than the facts. Students frequently interact with their lecturers via the online discussion boards and the Learning Management system (LMS) (BlackBoard) sessions.

Throughout the semester, active student-centered learning is implemented. The Sage Pastel Blackboard module incorporate online resources, including videos and written exercises. These Blackboard resources can be used to prepare for lessons, or as post-class tasks to reinforce content. Facilitators can also be contacted online during their designated consultation hours. Students can use the designed yearly schedule and assessment calendar to help them prepare for learning sessions and submitting assignments on time. This also allows students to manage their own timetable, thus entrenching lifelong learning skills. This method of online learning is referred to as hybrid learning.

Transformation of the online module to adapt it to lifelong learning was undertaken as follows:

* The print textbook was traded for an eBook that was easily accessible through the LMS.

* The traditional tests and assignments tested surface knowledge. This method was re-designed to higher-order questions with scenario-based real-world examples. The approach used was "Learning to Be Productive and Employable" [22, p. 170].

* Navigating of the LMS was adapted to simplify finding the right resources in a minimal amount of time

* The recording of all live online presentations was made available for reference and reinforcement of content knowledge.
Instructional practices adapted from Mahajan et al. [9] promote lifelong learning practices by engaging learners in self-directed, self-assessed, problem-oriented learning as depicted in Fig. 1 below.

<figure><img src="image_4.png" /><figcaption>**Fig. 1.** Instructional methodologies for cultivating and promoting life-long learning skills adapted from Mahajan et al. [9].</figcaption></figure>

## 2.1 Problem-Based Learning

Problem-based learning focuses on a well-designed practical challenge, methodologies of instruction for establishing and promoting lifetime learning abilities [10]. Problem-based learning is developing lifelong learning abilities through an educational cycle in which students assess their learning needs, conduct research, and connect theory and practice, shown in Fig. 2. It is a four-phase educational cycle that helps students acquire lifetime learning abilities through active involvement.

In Sage Pastel, the problem-based learning approach is used to promote lifelong learning. Students are assigned problems in their major accounting module that they solve using Sage Patel software. Students in a group first determine what they need to know, distribute the workload according to their strengths, and then return to the group with the skills they need and share these skills with the group. This approach promotes lifelong learning, and students learn how to solve and apply knowledge to real-world problems.
<figure><img src="image_5.png" /><figcaption>Fig. 2. Traditional Learning versus Problem-Based Learning adapted from Ali [10].</figcaption></figure>

## 2.2 E-learning

E-learning encompasses all teaching and learning activities carried out by individuals or groups using computers and other electronic devices, whether online or offline, synchronous or asynchronous [9, 11]. Web-based learning, online learning, internet-based learning, computer-based learning and mobile learning are all terms used to describe e-learning. It is more adaptable, and learners are to some extent responsible for setting their own pace of learning [9]. These characteristics of e-learning, combined with e-assessment, make it possible to promote self-motivated learning, provide opportunities for self-assessment, reflection and gap analysis, and support lifelong learning. E-learning is a teaching and learning tool that is increasingly used for lifelong learning outside the traditional learning centre [11]. E-Learning in Pastel Accounting is conducted via the LMS that is zero-rated. Zero-rating means that internet users do not have to pay any fees to access and use specific internet sites. This is an agreement between the service provider and the university. The LMS houses resources and content available for the course, and these resources are available to use at any time by the students. Due to connectivity and load shedding issues, the readily accessible resources make it easier for the students to engage with the module's content. Recorded sessions, videos and notes are accessible for download. A discussion board for all queries are answered du-ring office hours. Online live sessions are presented every day for the students who require more engagement. All assessments are also easily accessible online via the LMS and offer students the flexibility to complete them.

## 2.3 Reciprocal Teaching

Reciprocal teaching is a classroom activity where students take on the role of the presenter in small groups. Lecturers help model this activity for students and help them to lead group discussions using four strategies: Summarizing, Asking Questions, Clarifying and Predicting. This is applicable in the Sage Pastel course, as after a session students are asked to summarize the content covered for that day and how it is relevant to other subjects. Students ask questions in the session on the chatbox and in the discussion boards to eliminate any confusion or query; other peers or facilitators can answer these
questions. Students form small groups using the breakaway sessions in the LMS tool and discuss content, thereby clarifying any misconceptions. Reciprocal teaching promotes lifelong learning [12, 13].

## 2.4 Portfolios

Students were required to develop portfolios. These are a collection of a student's work that has been carefully selected to create a story about the learner. This is not a collection of a student's tasks done over the course of a semester or a year. Portfolios contain a carefully chosen subset of their work. Traditionally, creating a portfolio assignment begins with a form of goal or story for the portfolio. As a result, portfolios are characterized by the specific purpose fulfilled, the number and type of items included, the activity of pinning down the included items, how and whether a student responds effectively to the selected activities, and all preceding portfolio decisions [14–16]. The Sage Pastel module used four subsets of tasks to help create this portfolio with specific objectives in the module. These objectives were portrayed in real-life examples needed to be captured using the Sage Pastel system.

## 2.5 Reflections

Reflection is a process of paying intentional, structured, and intellectual attention to one's own ideas, behaviours, and thoughts concerning specific observations to promote perceptions of reactions to present and future experiences [9]. Regardless of the definition, reflection is critical thinking that occurs during or after the learning process and involves connecting new learning experiences and ideas to previous experiences to generate more complex concepts and promote higher-order thinking. Reflection encourages students to take improved ownership of their learning, which can lead to more 'reflective practice' in the workplace later on and the development of lifelong learning abilities [10, 17]. Reflection in the Sage Pastel module was promoted after each assessment. Students connected via an online tool – either with Discussion Boards or Collaborate Sessions - to discuss and demonstrate understanding of the parts of the assessment that needed clarification. Reflection also helped students transfer knowledge from one module to another by using the information gained in the Sage Pastel course and completing assessments in their main accounting modules. Reflections on the feedback from students at the end of the course also helped better develop the LMS and content components.

## 2.6 Knowledge Maps

A knowledge map is a method of surveying and connecting objects of knowledge and information, usually visibly, in such a manner that the mapping actually generates deeper knowledge, such as understanding where skills and expertise are located, and how they move through the system [18]. Mind maps and concept maps are examples of knowledge maps. The knowledge maps can be handwritten or created digitally. The use of concept maps for learning activities involving group discussion and interaction can generate assessment criteria identified by the students. All peer assessments contribute to
instilling a lifelong learning mindset by strengthening self-monitoring abilities [20]. The creation of knowledge maps necessitates a great deal of subjective levels of understanding of subject-related topics; students employ analytical abilities to solve problems, communication is enhanced, and teamwork skills are instilled, all of which develop lifelong learning skills [20]. The process of generating maps involve the following seven steps: 1. Start with the most important concepts, ideas and words. 2. Then add other concepts. 3. Connect all the concepts with arrows or lines. 4. Give the linking lines meaningful labels. 5. Organize and order your maps by concepts. 6. Be creative and use multiple colors in your maps, in this way you will differentiate between concepts. 7. Customize your map by adding additional items, for example links or files [21]. The Sage Pastel course, together with the fundamental accounting modules, enforced the ideas of concept maps and mind maps to complete integrated assessments. Students are grouped in teams of four to five members where cross-module activities need to be performed. This enhances lifelong learning skills. Students complete Knowledge maps and mind Maps are used to complete projects with real-world examples across first-year subjects.

## 3 Research Chapter and Methodology

The main research question addressed in this paper is: Was the introduction of Instructional Methodologies used in the Sage Pastel module successful in promoting and enhancing lifelong learning for students during the Covid-19 pandemic?

This research design is a cross-sectional, randomised survey where the data are collected at one point in time from a sample selected to represent a larger population. The survey was administered online via the student LMS. All the required ethical consent was obtained before the survey was administered. In order to obtain ethical clearance, an application was submitted to the ethics committee, and the committee gave feedback and requested minor adjustments. The survey was distributed once final approval was obtained. The target population was the students required to complete the Sage Pastel module. The sample selection was simple randomised sampling where every student in the target population had an equal chance to complete the voluntary survey. Descriptive statistics were used as a qualitative method to discuss the findings.

A survey comprising of thirteen questions was administered to the 2021 cohort of students in the Sage Pastel module; the survey was voluntary and aimed at sustainable Development Goal 4: Quality Education and Lifelong Learning in Higher Education focusing on Lifelong learning. The survey was completed by 363 students and a statistician used SPSS version 13 to analyse the data collected. Table 1 below shows how each question in the survey maps to the Instructional Methodologies.
<table><caption>**Table 1.** The mapping of the administered questions to the Instructional Methodologies.</caption><thead><tr><td>Question</td><td>Mapping to Instructional Methodologies</td></tr></thead><tbody><tr><td>1. Do you feel that you had the necessary skill set to work through the content of the module?</td><td><ul><li>2. E-learning</li><li>5. Reflections</li></ul></td></tr><tr><td>2. Do you feel that the teaching material matches your interest?</td><td><ul><li>3. Reciprocal teaching</li><li>6. Knowledge maps</li></ul></td></tr><tr><td>3. Do you find the assessments useful?</td><td><ul><li>4. Professional portfolio</li></ul></td></tr><tr><td>4. Did you know what this module was about before you started?</td><td><ul><li>5. Reflections</li></ul></td></tr><tr><td>5. Do you believe this module will help you in your personal development?</td><td><ul><li>1. Problem-based learning</li><li>2. E-learning</li><li>3. Reciprocal teaching</li><li>6. Knowledge maps</li></ul></td></tr><tr><td>6. Do you believe the subject will help in your professional development?</td><td><ul><li>1. Problem-based learning</li><li>2. E-learning</li><li>3. Reciprocal teaching</li><li>6. Knowledge maps</li></ul></td></tr><tr><td>7. Which module resources contributed the most to your understanding of the content? Rank the resources from the most useful to the least:</td><td><ul><li>2. E-learning and</li><li>6. Knowledge maps</li></ul></td></tr><tr><td>8. Do you only engage with the module when necessary i.e. when you have a test or assignment due?</td><td><ul><li>1. Problem-based learning</li></ul></td></tr><tr><td>9. Do you engage with the module on a weekly basis, as prescribed?</td><td><ul><li>1. Problem-based learning</li></ul></td></tr><tr><td>10. Do you make use of external resources that is not provided by the module? For example, YouTube videos?</td><td><ul><li>2. E-learning and</li><li>6. Knowledge maps</li></ul></td></tr><tr><td>11. Do you prefer doing assignments in groups or as an individual?</td><td><ul><li>1. Problem-based learning</li><li>2. E-learning</li><li>3. Reciprocal teaching</li><li>6. Reflections</li></ul></td></tr><tr><td>12. Do you share or impart knowledge with other students, like peer-to-peer learning?</td><td><ul><li>3. Reciprocal teaching</li></ul></td></tr><tr><td>13. Do you want to extend your knowledge of the module?</td><td><ul><li>All methodologies used</li></ul></td></tr></tbody></table>

## 4 Findings

The responses of the students were analyzed for each question:

**Question 1: Do you feel that you had the necessary skill set to work through the content of the module?**
The finding indicates that 66.5% of the students had some skills before the module began due to the module being run from April to September. The students learned digital literacy skills and fundamental accounting concepts in the first three months at university. Learning progresses primarily due to prior knowledge and only secondarily from the resources presented to students. The students acquired the skill for this module in the first quarter of the year when they had to attend their main accounting modules. One of the instructional methodologies for lifelong learning is reflection; students use the skills from core modules to navigate the content in Sage Pastel. Another key instruction methodology that is relevant is based on e-learning. Students attain this module's digital literacy skills in a compulsory course that all university students register for.

**Question 2: Do you find the teaching material matches your interest?**

Approximately fifty eight percent (57.8%) of the students agreed that the course material matched their interests, whereas 21.1% were unsure. In comparison, 21.1% of the students believe the teaching material does not match their interest = appears to be a duplication. The coordinators integrated Sage Pastel with other first-year courses, which showed students the relevance of Sage Pastel in the corporate world. The instruction methodology followed for this was getting the students to create knowledge maps on integrated assessments and enhancing their portfolios with integrated knowledge. Students also learnt from one another using reciprocal teaching methods.

**Question 3: Do you find the assessment useful?**

Sixty nine percent (69%) of the students agreed that the assessments were useful. Students were actively involved in the learning process when they were assessed as learners. The assessments emphasized critical thinking abilities, problem-solving techniques and encouraged students to set realistic objectives for themselves and track their progress objectively. This leads to lifelong learning [22]. The instructional methodology used to enhance lifelong learning was the development of a professional portfolio. Students created portfolios to showcase the work-integrated across first-year modules.

**Question 4: Do you know what this module was before you started?**

The findings indicate that 21.9% of the students agreed that they understood the module's objectives before the start date of the second quarter of the academic year; however, 78.1% of the students did not fully understand what was required of them at the start of the module. The instructional methodology used for this was a reflection on the work covered in the accounting module, and the digital literacy module. These modules should equip students to start the Sage Pastel module with a degree of confidence.

**Question 5: Do you believe this module will help you in your personal development? And Question 6: Do you believe this module will help you in your professional development?**

The finding indicates that 70.7% of the students that completed the survey agreed or very strongly agreed that the Sage Pastel module enhanced their personal development. Approximately eighty-five percent (84.7%) of the students agreed that their professional development will be enhanced. Lifelong learning entails seeking out or creating learning opportunities for both personal and professional objectives. This style of learning is applicable to everything students learn throughout their lives, not only in the classroom. Students can make better, more educated decisions if they keep learning. It improves their
social skills, understanding of the world around us, and ability to grow and develop. Students can also use lifelong learning to help them advance their careers [23]. The integration of three first-year modules allows students to interact socially, integrate knowledge, and are exposed to real-world examples. This lifelong instructional methodology used for personal and professional development was problem-based learning, where students solved real-world problems using Sage Pastel. E-Learning also helped students to gain technology skills to complete the module. Reciprocal learning was used in the online sessions to enhance their facilitation skills, while knowledge maps enhanced development. This all leads to improving lifelong learning skills. Learning progresses primarily incorporate prior knowledge and only secondarily the resources presented to students. Constructivism suggests that past information is used to create new knowledge. It is based on the educational notion that facilitators must draw connections between what is new and what students have learned already. Knowledge must be contextualised and connected to students' existing knowledge and experiences. Importantly, information should be tailored to regional and cultural contexts, considering the value of knowledge to students [24].

**Question 7: Which module resources contributed the most to your understanding of the content? Rank the resources from the most useful to the least:**

Two hundred and eighty three students ranked videos as their first or second preference. Two hundred and seventeen students ranked the Blackboard Collaborate sessions as their first or second preference. Two hundred and thirteen students ranked eBooks as their first or second preference. Lastly, only 9 students ranked the discussion board as their first or second preference. The order of preference is videos, Blackboard Collaborate sessions, eBooks and then the discussion board. Good e-learning design means ensuring that there are various modes of learning available to the student. It is also easy for students to switch between learning modes, thereby promoting self-motivated learning.

**Question 8: Do you only engage with the module when necessary, that is when a test or assignment is due?**

The results showed that 53.7% of students only engaged with the module when an assessment was due. The module assessments are all very practical in nature. All assessments adopt the problem-based learning approach of “Problem Assigned”, “Identify what we need to know”, and “Learn and apply to solve the problem”. Students are presented with in assessment scenarios which is the problem assigned; students sift through all the content to determine how to apply the relevant content to the correct scenario.

**Question 9: Do you engage with the module on a weekly basis, as prescribed?**

Out of the sample, 62.6% of respondents engage with the module weekly. Consistent engagement with the module results in the students practicing and improving their ability to apply gained knowledge to solve problems. Students are consistently presented with scenario learning in order to upskill themselves at their own pace.

**Question 10: Do you make use of external resources that is not provided by the module? For example, YouTube videos?**
The results indicate that 84.2% of respondents did not use resources that were not provided by the module. The module provides various formats of learning material – students were happy with the available formats of the material and therefore did not need to spend time looking for external resources.

**Question 11: Do you prefer doing assignments in groups or as an individual?**

Of the 361 students who answered this question, thirteen students preferred both, working in groups or alone, whichever suited their schedule better. The balance was split between working in groups – 109 – and working individually – 239. A large portion of first-year students in 2021 stayed at home, as all classes were presented online, leading to no interaction with fellow students as would normally be the case. In terms of lifelong learning, group work is ideal to instill important concepts [8] and the skewed picture should change in future. For group work, reciprocal teaching is applicable, while problem-based learning fits better with individual work. Students had to reflect on their experiences to be able to answer this question and in both instances, students used an e-learning platform.

**Question 12: Do you share or impart knowledge with other students, like peer-to-peer learning?**

It became evident that the students did not interact with one another often. Of the 361 students, only 93 indicated that they shared their knowledge with fellow students. Those that did share their knowledge, did so by making use of reciprocal teaching.

**Question 13: Do you want to extend your knowledge of the module?**

Out of the 362 students that answered this question, 243 indicated that they do not feel the need to extend their knowledge beyond the module. However, the remaining 119 uses all the aspects of the instructional methodologies proposed to extend their knowledge of the module.

**5 Discussion of Findings**

Based on the findings in the previous section, it is evident that Questions 1 to 3, 5 to 11, and 13 confirmed that instructional methodologies introduced within the Sage Pastel course can influence lifelong learning. The response to Question 4 can be attributed to students not understanding the integration of different first-year modules or the required knowledge needed to start the Sage Pastel module. Question 12's response can be attributed to the Covid-19 pandemic, where students did not have the luxury of attending university and seeing other students face-to-face, therefore they did not feel comfortable with reciprocal teaching. During the Covid-19 pandemic, as was the case when this paper's data was collected, it created a unique environment for students having to study only online. It enabled the researchers to apply instructional methodologies to promote lifelong learning. The researchers were able to instill lifelong learning principles uniquely in 2021. It is up to lecturers to design the LMS in such a manner that it continues to foster these principles. This can be achieved with an adapted instructional design going forward.
# 6 Conclusion and Future Research

Of the 13 questions, 11 indicated the conformance to lifelong learning principles, with an 85% positivity indicator. Students can be inspired to pursue lifelong learning for self-development and advancement when applying instructional methodologies. Based on their requirements and ambitions, learners can continue pursuing lifelong learning for personal and professional improvement. Lifelong learning is about much more than obtaining a qualification. Educators and facilitators can encourage lifelong learning by creating inclusive learning centers to foster the characteristics of a lifelong learner. Future research will include to compare this module's success to other modules that follow a similar lifelong learning approach and to compare students' perceptions. Also, the students can be asked to reflect on the module now that some teaching will again be presented face-to-face once Covid-19 restrictions have been lifted.

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