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Autor/inn/en | Healy, Margaret; Doran, John; McCutcheon, Maeve |
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Titel | Cooperative Learning Outcomes from Cumulative Experiences of Group Work: Differences in Student Perceptions |
Quelle | In: Accounting Education, 27 (2018) 3, S.286-308 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0963-9284 |
DOI | 10.1080/09639284.2018.1476893 |
Schlagwörter | Cooperative Learning; Outcomes of Education; Academic Ability; Transfer of Training; Intervention; Student Attitudes; Undergraduate Students; Gender Differences; Social Support Groups; Educational Benefits; Accounting; Finance Occupations; Foreign Countries; Case Studies; Student Surveys; Skill Development; Group Dynamics; Mixed Methods Research; Ireland Kooperatives Lernen; Lernleistung; Schulerfolg; Training; Transfer; Ausbildung; Schülerverhalten; Geschlechterkonflikt; Social support; Soziale Unterstützung; Bildungsertrag; Abrechnung; Buchführung; Buchhaltung; Finanzbuchhalter; Ausland; Case study; Fallstudie; Case Study; Schülerbefragung; Kompetenzentwicklung; Qualifikationsentwicklung; Gruppendynamik; Irland |
Abstract | Studies of cooperative learning have focused largely on specific interventions within individual modules. The aim of this paper is to examine the student perceptions of their cumulative experiences at the end of a four-year undergraduate programme, during which cooperative learning work was implemented in a piecemeal manner, and explore how gender and academic ability impact on those experiences. Data was collected using a survey methodology. Students emphasised the process of cooperative learning, including peer learning and social support, rather than the deliverable outputs of group work. Both male and female students reported difficulties, such as dysfunctional interpersonal relationships and organisational challenges; however, these appear to have had a stronger impact on female students. Academic ability influenced the type of benefit students perceived as gained, with higher academic ability students emphasising social aspects and leadership skills. The results suggest that repeated exposure to cooperative learning had benefits, in terms of social benefits, peer learning and transferable skills, even where the manner of its implementation did not conform to the ideal framework for cooperative learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |