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Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions

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  • Margaret Healy
  • John Doran
  • Maeve McCutcheon

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.

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  • Margaret Healy & John Doran & Maeve McCutcheon, 2018. "Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions," Accounting Education, Taylor & Francis Journals, vol. 27(3), pages 286-308, May.
    • Handle: RePEc:taf:accted:v:27:y:2018:i:3:p:286-308
    DOI: 10.1080/09639284.2018.1476893
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    References listed on IDEAS

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    1. Margaret Healy & Maeve McCutcheon & John Doran, 2014. "Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme," Accounting Education, Taylor & Francis Journals, vol. 23(5), pages 467-482, October.
    2. Maria Cadiz Dyball & Anna Reid & Philip Ross & Herbert Schoch, 2007. "Evaluating Assessed Group-work in a Second-year Management Accounting Subject," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 145-162.
    3. Susan Ravenscroft & Frank Buckless & Trevor Hassall, 1999. "Cooperative learning - a literature guide," Accounting Education, Taylor & Francis Journals, vol. 8(2), pages 163-176.
    4. Elizabeth Gammie & Morag Matson, 2007. "Group Assessment at Final Degree Level: An Evaluation," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 185-206.
    5. Joan Ballantine & Patricia Mccourt Larres, 2007. "Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 163-183.
    6. Margaret Tanner & Tim Lindquist, 1998. "TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource," Accounting Education, Taylor & Francis Journals, vol. 7(2), pages 139-162.
    7. Joan Ballantine & Patricia McCourt Larres, 2009. "Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education a," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 387-402.
    8. Sidney Weil & Peter Oyelere & Elizabeth Rainsbury, 2004. "The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 139-169.
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    Cited by:

    1. Prerana Agrawal & Jacqueline Birt & Lyndie Bayne & Nikki Schonfeldt, 2022. "The use of case studies in developing students’ understanding of the concept ‘material misstatement’," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 62(S1), pages 1307-1338, April.
    2. Bayne, Lyndie & Birt, Jacqueline & Hancock, Phil & Schonfeldt, Nikki & Agrawal, Prerana, 2022. "Best practices for group assessment tasks," Journal of Accounting Education, Elsevier, vol. 59(C).
    3. Eva Blondeel & Patricia Everaert & Evelien Opdecam, 2021. "And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?," Sustainability, MDPI, vol. 13(21), pages 1-18, November.
    4. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Hickey, Anna, 2019. "Accounting education literature review (2018)," Journal of Accounting Education, Elsevier, vol. 47(C), pages 1-27.

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