 Choice-based learning: lecture-based or team learning?Evelien Opdecam and Patricia Everaert Accounting Education, 2019, vol. 28, issue 3, 239-273 Abstract: This study investigates choice-based learning as a choice between lecture-based or team learning in a large class at a large university in a European country. The study was designed as a between-subjects quasi-experiment where students were allocated their preferred learning approach. Data were collected for eight consecutive years (2008–2016). Based on quantitative and qualitative data, this study investigates the effect of choice-based learning on choice satisfaction, student selection and on student learning outcomes. The results show that team learning has a positive effect on learning outcomes. If students are faced with the choice, the majority select lecture-based learning. Additionally, both student groups are satisfied with their selected learning paths but selected them for specific reasons. Finally, choice-based learning provides job satisfaction for the instructors of both learning paths. These results can re-energize the ongoing discussion on why and how to engage students in learning activities. Date: 2019 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:28:y:2019:i:3:p:239-273 Ordering information: This journal article can be ordered from DOI: 10.1080/09639284.2019.1570857 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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