Ghent University Academic Bibliography

Advanced

Improving student satisfaction in a first-year undergraduate accounting course by team learning

Evelien Opdecam UGent and Patricia Everaert UGent (2012) ISSUES IN ACCOUNTING EDUCATION. 27(1). p.53-82
abstract
This paper discusses student satisfaction and course experiences of firstyear undergraduate students in an introductory financial accounting course where team learning was implemented during tutorials. Course experiences and satisfaction, as perceived by students in the team learning condition, were compared to those in a traditional lecture-based control condition. A post-experimental questionnaire, with open and closed-ended questions, was administered. Students reported significantly higher levels of satisfaction in the team learning condition and a more positive course experience compared to students in the lecture-based condition. The increased time spent on accounting in the team learning condition resulted in increased learning, as evidenced by higher grades on the final exam in the team learning condition. An analysis of open-ended questions revealed that both learning conditions fit for particular students. High pre-class preparation was considered a strength of the team learning condition, while the comprehensive explanation by the teacher was the most frequently mentioned advantage of the lecture-based condition. This paper further contributes to the practice of accounting education by illustrating a way to implement team learning in a large undergraduate accounting course.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
student satisfaction, course experience, team learning, introductory accounting course
journal title
ISSUES IN ACCOUNTING EDUCATION
Issues account. educ.
volume
27
issue
1
issue title
Special issue on the first course in accounting
article_number
3
pages
53 - 82
ISSN
0739-3172
DOI
10.2308/iace-10217
language
English
UGent publication?
yes
classification
A2
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:336921
VABB type
VABB-1
id
2109794
handle
http://hdl.handle.net/1854/LU-2109794
date created
2012-05-21 15:56:49
date last changed
2012-05-29 12:48:27
@article{2109794,
  abstract     = {This paper discusses student satisfaction and course experiences of firstyear undergraduate students in an introductory financial accounting course where team
learning was implemented during tutorials. Course experiences and satisfaction, as perceived by students in the team learning condition, were compared to those in a
traditional lecture-based control condition. A  post-experimental questionnaire, with open and closed-ended questions, was administered. Students reported significantly higher levels of satisfaction in the team learning condition and a more positive course experience compared to students in the lecture-based condition. The increased time spent on accounting in the team learning condition resulted in increased learning, as evidenced by higher grades on the final exam in the team learning condition. An analysis of open-ended questions revealed that both learning conditions fit for particular students. High pre-class preparation was considered a strength of the team learning condition, while the comprehensive explanation by the teacher was the most frequently mentioned advantage of the lecture-based condition. This paper further contributes to the practice of accounting education by illustrating a way to implement team learning in a large undergraduate accounting course.},
  articleno    = {3},
  author       = {Opdecam, Evelien and Everaert, Patricia},
  issn         = {0739-3172},
  journal      = {ISSUES IN ACCOUNTING EDUCATION},
  keyword      = {student satisfaction,course experience,team learning,introductory accounting course},
  language     = {eng},
  number       = {1},
  pages        = {3:53--3:82},
  title        = {Improving student satisfaction in a first-year undergraduate accounting course by team learning},
  url          = {http://dx.doi.org/10.2308/iace-10217},
  volume       = {27},
  year         = {2012},
}

Chicago
Opdecam, Evelien, and Patricia Everaert. 2012. “Improving Student Satisfaction in a First-year Undergraduate Accounting Course by Team Learning.” Issues in Accounting Education 27 (1): 53–82.
APA
Opdecam, E., & Everaert, P. (2012). Improving student satisfaction in a first-year undergraduate accounting course by team learning. ISSUES IN ACCOUNTING EDUCATION, 27(1), 53–82.
Vancouver
1.
Opdecam E, Everaert P. Improving student satisfaction in a first-year undergraduate accounting course by team learning. ISSUES IN ACCOUNTING EDUCATION. 2012;27(1):53–82.
MLA
Opdecam, Evelien, and Patricia Everaert. “Improving Student Satisfaction in a First-year Undergraduate Accounting Course by Team Learning.” ISSUES IN ACCOUNTING EDUCATION 27.1 (2012): 53–82. Print.