Advanced search
1 file | 1.18 MB Add to list

And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education?

Eva Blondeel (UGent) , Patricia Everaert (UGent) and Evelien Opdecam (UGent)
(2021) SUSTAINABILITY. 13(21).
Author
Organization
Abstract
In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.
Keywords
team learning, COVID-19, good teaching, satisfaction, performance, cooperative learning

Downloads

  • sustainability-13-12168 FINAL.pdf
    • full text (Published version)
    • |
    • open access
    • |
    • PDF
    • |
    • 1.18 MB

Citation

Please use this url to cite or link to this publication:

MLA
Blondeel, Eva, et al. “And Then There Was COVID-19 : Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?” SUSTAINABILITY, vol. 13, no. 21, 2021, doi:10.3390/su132112168.
APA
Blondeel, E., Everaert, P., & Opdecam, E. (2021). And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education? SUSTAINABILITY, 13(21). https://doi.org/10.3390/su132112168
Chicago author-date
Blondeel, Eva, Patricia Everaert, and Evelien Opdecam. 2021. “And Then There Was COVID-19 : Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?” SUSTAINABILITY 13 (21). https://doi.org/10.3390/su132112168.
Chicago author-date (all authors)
Blondeel, Eva, Patricia Everaert, and Evelien Opdecam. 2021. “And Then There Was COVID-19 : Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?” SUSTAINABILITY 13 (21). doi:10.3390/su132112168.
Vancouver
1.
Blondeel E, Everaert P, Opdecam E. And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education? SUSTAINABILITY. 2021;13(21).
IEEE
[1]
E. Blondeel, P. Everaert, and E. Opdecam, “And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education?,” SUSTAINABILITY, vol. 13, no. 21, 2021.
@article{8725817,
  abstract     = {{In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education.
University instructors promptly reinvented their teaching methods and developed digital lessons.
Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding
students’ learning processes; therefore, the question arises as to whether the perks of cooperative
learning still hold when switching to online education. This study examines whether the benefits of
team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction,
and performance persist when switching from face-to-face to online education. A quasi-experiment
in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a
COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL
path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even
when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected
semester, and even more so by students in the team-based setting, compared to the lecture-based
setting. Students’ course satisfaction and performance were unaffected by the switch to online
education. This paper shows that TBL still benefits students, even in a blended environment.}},
  articleno    = {{12168}},
  author       = {{Blondeel, Eva and Everaert, Patricia and Opdecam, Evelien}},
  issn         = {{2071-1050}},
  journal      = {{SUSTAINABILITY}},
  keywords     = {{team learning,COVID-19,good teaching,satisfaction,performance,cooperative learning}},
  language     = {{eng}},
  number       = {{21}},
  pages        = {{18}},
  title        = {{And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education?}},
  url          = {{http://dx.doi.org/10.3390/su132112168}},
  volume       = {{13}},
  year         = {{2021}},
}

Altmetric
View in Altmetric
Web of Science
Times cited: