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Preferences for team learning and lecture-based learning among first-year undergraduate accounting students

Evelien Opdecam (UGent) , Patricia Everaert (UGent) , Hilde Van Keer (UGent) and Fanny Buysschaert (UGent)
(2014) RESEARCH IN HIGHER EDUCATION. 55(4). p.400-432
Author
Organization
Abstract
This study investigates students' preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The quasi-experiment was administered for a first-year undergraduate class, with data for 291 students. The first objective of this study is to investigate students' preference in relation to their gender, ability, motivation, and learning strategy. The second objective is to explore whether a team-based approach is more effective than lecture-based learning, when students participate in their preferred method. The results show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability. This beneficial impact of team learning on performance was not found for other courses (in which team learning was not implemented), leading to the conclusion that team learning offers an appropriate learning method at the university level for a first-year course. Implications for student learning, faculty members, and institutional policy are discussed.
Keywords
ENVIRONMENTS, Instructional preferences, QUESTIONNAIRE, IMPACT, SCIENCE, PERFORMANCE, ACHIEVEMENT, COLLEGE, MOTIVATED STRATEGIES, EPISTEMOLOGICAL BELIEFS, HIGHER-EDUCATION, MSLQ, Academic performance, Cooperative learning, Team learning

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MLA
Opdecam, Evelien, et al. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” RESEARCH IN HIGHER EDUCATION, vol. 55, no. 4, 2014, pp. 400–32, doi:10.1007/s11162-013-9315-6.
APA
Opdecam, E., Everaert, P., Van Keer, H., & Buysschaert, F. (2014). Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. RESEARCH IN HIGHER EDUCATION, 55(4), 400–432. https://doi.org/10.1007/s11162-013-9315-6
Chicago author-date
Opdecam, Evelien, Patricia Everaert, Hilde Van Keer, and Fanny Buysschaert. 2014. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” RESEARCH IN HIGHER EDUCATION 55 (4): 400–432. https://doi.org/10.1007/s11162-013-9315-6.
Chicago author-date (all authors)
Opdecam, Evelien, Patricia Everaert, Hilde Van Keer, and Fanny Buysschaert. 2014. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” RESEARCH IN HIGHER EDUCATION 55 (4): 400–432. doi:10.1007/s11162-013-9315-6.
Vancouver
1.
Opdecam E, Everaert P, Van Keer H, Buysschaert F. Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. RESEARCH IN HIGHER EDUCATION. 2014;55(4):400–32.
IEEE
[1]
E. Opdecam, P. Everaert, H. Van Keer, and F. Buysschaert, “Preferences for team learning and lecture-based learning among first-year undergraduate accounting students,” RESEARCH IN HIGHER EDUCATION, vol. 55, no. 4, pp. 400–432, 2014.
@article{4169111,
  abstract     = {{This study investigates students' preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The quasi-experiment was administered for a first-year undergraduate class, with data for 291 students. The first objective of this study is to investigate students' preference in relation to their gender, ability, motivation, and learning strategy. The second objective is to explore whether a team-based approach is more effective than lecture-based learning, when students participate in their preferred method. The results show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability. This beneficial impact of team learning on performance was not found for other courses (in which team learning was not implemented), leading to the conclusion that team learning offers an appropriate learning method at the university level for a first-year course. Implications for student learning, faculty members, and institutional policy are discussed.}},
  author       = {{Opdecam, Evelien and Everaert, Patricia and Van Keer, Hilde and Buysschaert, Fanny}},
  issn         = {{0361-0365}},
  journal      = {{RESEARCH IN HIGHER EDUCATION}},
  keywords     = {{ENVIRONMENTS,Instructional preferences,QUESTIONNAIRE,IMPACT,SCIENCE,PERFORMANCE,ACHIEVEMENT,COLLEGE,MOTIVATED STRATEGIES,EPISTEMOLOGICAL BELIEFS,HIGHER-EDUCATION,MSLQ,Academic performance,Cooperative learning,Team learning}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{400--432}},
  title        = {{Preferences for team learning and lecture-based learning among first-year undergraduate accounting students}},
  url          = {{http://doi.org/10.1007/s11162-013-9315-6}},
  volume       = {{55}},
  year         = {{2014}},
}

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