Choice-based learning: lecture-based or team learning?

References

• Adler, R. W., & Milne, M. J. (1997). Improving the quality of accounting students’ learning through action-oriented learning tasks. Accounting Education, 6(3), 191–215.
   Google Scholar
• AECC. (1990). Objectives of education for accountants. Position Statement. Issues in Accounting Education, 5(2), 307.
   Google Scholar
• Aelterman, N., Vansteenkiste, M., & Haerens, L. (2018). Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology. Advance online publication. doi:10.1111/bjep.12213
   PubMed Web of Science ®Google Scholar
• AICPA. (2005). Core competency framework & educational competency assessment website. Retrieved from Available at: http://www.aicpa.org/interestareas/accountingeducation/resources/pages/corecompetency.aspx
   Google Scholar
• Aldamen, H., Al-Esmail, R., & Hollindale, J. (2015). Does lecture capturing impact student performance and attendance in an introductory accounting course? Accounting Education, 24(4), 291–317.
   Web of Science ®Google Scholar
• Association, A. E. R. (1986). Handbook of research on teaching: A project of the American Educational Research Association. Macmillan: Collier-Macmillan.
   Google Scholar
• Booth, P., & Winzar, H. (1993). Personality biases of accounting students: Some implications for learning style preferences. Accounting & Finance, 33(2), 109–120.
   Google Scholar
• Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. Journal of Education for Business, 78(5), 268–272.
   Google Scholar
• Byrne, M., Flood, B., & Willis, P. (2004). Using the student learning framework to explore the variation in academic performance of European business students. Journal of Further and Higher Education, 28(1), 67–78.
   Google Scholar
• Choo, F., & Tan, K. B. (2013). Effect of Audio Clips of heavily accented lecture on teacher evaluations. Issues in Accounting Education, 28(3), 487–501.
   Google Scholar
• Ciccotello, C., & D’Amico, R. (1997). An empirical examination of cooperative learning and student performance in managerial accounting. Accounting Education: A Journal of Theory, Practice and Research, 2(1), 1–8.
   Google Scholar
• Clinton, B. D., & Kohlmeyer, J. M. (2005). The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. Journal of Accounting Education, 23(2), 96–116.
   Google Scholar
• Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
   Web of Science ®Google Scholar
• Cook, T., & Campbell, D. (1979). Quasi-experimentation: Design & analysis issues for field settings. Boston, MA: Houghton Mifflin.
   Google Scholar
• Creswell, J. W. (2016). Research design: Qualitative, quantitative and mixed method approaches. Lincoln: University Of Nebraska-Lincoln.
   Google Scholar
• Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563–584.
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In Building autonomous learners (pp. 9–29). Singapore: Springer.
   Google Scholar
• Decuyper, S., Dochy, F., & Bossche, V. d. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133.
   Web of Science ®Google Scholar
• Doran, B. M., Bouillon, M. L., & Smith, C. G. (1991). Determinants of student performance in accounting principles I and II. Issues in Accounting Education, 6(1), 74–84.
   Google Scholar
• Duchesne, I., & Nonneman, W. (1998). The demand for higher education in Belgium. Economics of Education Review, 17(2), 211–218.
   Web of Science ®Google Scholar
• Dyball, M., Reid, A., Ross, P., & Schoch, H. (2007). Evaluating assessed group-work in a second-year management accounting subject. Accounting Education, 16(2), 145–162. doi: 10.1080/09639280701234385
   Google Scholar
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
   Web of Science ®Google Scholar
• Frymier, A. B., & Shulman, G. M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181.
   Web of Science ®Google Scholar
• Gabbin, A., & Wood, L. (2008). An experimental study of accounting majors’ academic achievement using cooperative learning groups. Issues in Accounting Education, 23(3), 391–404.
   Google Scholar
• Glenn, D. (2009, June 08). Students give group assignments a failing grade. The Chronicle of Higher Education.
   Google Scholar
• Hite, P. A. (1996). An experimental study of the effectiveness of group exams in an individual income tax class. Issues in Accounting Education, 11(1), 61.
   Google Scholar
• Holtzblatt, M., & Tschakert, N. (2011). Expanding your accounting classroom with digital video technology. Journal of Accounting Education, 29(2), 100–121.
   Google Scholar
• Hosal-Akman, N., & Simga-Mugan, C. (2010). An assessment of the effects of teaching methods on academic performance of students in accounting courses. Innovations in Education and Teaching International, 47(3), 251–260.
   Web of Science ®Google Scholar
• Hu, S., & McCormick, A. C. (2012). An engagement-based student typology and its relationship to college outcomes. Research in Higher Education, 53(7), 738–754. doi: 10.1007/s11162-012-9254-7
   Web of Science ®Google Scholar
• Hwang, N. C. R., Lui, G., & Tong, M. Y. J. W. (2005). An empirical test of cooperative learning in a passive learning environment. Issues in Accounting Education, 20(2), 151–165.
   Google Scholar
• Ickes, W., & Conzales, R. (1994). ‘Social’ Cognition and social Cognition: From the Subjective to the Intersubjective. Small Group Research, 25(2), 294–315.
   Web of Science ®Google Scholar
• Johnson, D., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
   Google Scholar
• Julie Yazici, H. (2005). A study of collaborative learning style and team learning performance. Education + Training, 47(3), 216–229. doi: 10.1108/00400910510592257
   Google Scholar
• Kerr, N. L. (1983). Motivation losses in small groups: A social dilemma analysis. Journal of Personality and Social Psychology, 45(4), 819.
   Web of Science ®Google Scholar
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
   Web of Science ®Google Scholar
• Kunkel, J. G., & Shafer, W. E. (1997). Effects of student team learning in undergraduate Auditing courses. Journal of Education for Business, 72(4), 197–181.
   Google Scholar
• Lambert, C. (2012). Twilight of the lecture. Harvard Magazine, 114(4), 23–27.
   Google Scholar
• Lancaster, K., & Strand, C. (2001). Using the team-learning model in a managerial accounting class: An experiment in cooperative learning. Issues in Accounting Education, 16(4), 549–567.
   Google Scholar
• Lee, J. J. (2009). Size matters: An exploratory comparison of small-and large-class university lecture introductions. English for Specific Purposes, 28(1), 42–57.
   Web of Science ®Google Scholar
• Lewis, L. K., & Hayward, P. A. (2003). Choice-based learning: Student reactions in an undergraduate organizational communication course. Communication Education, 52(2), 148–156.
   Google Scholar
• Libby, P. A. (1991). Barriers to using cases in accounting education. Issues in Accounting Education, 6(2), 193–213.
   Google Scholar
• Liu, Q.-X., Fang, X.-Y., Wan, J.-J., & Zhou, Z.-K. (2016). Need satisfaction and adolescent pathological internet use: Comparison of satisfaction perceived online and offline. Computers in Human Behavior, 55, 695–700.
   Web of Science ®Google Scholar
• Milne, M. J., & McConnell, P. J. (2001). Problem-based learning: A pedagogy for using case material in accounting education. Accounting Education, 10(1), 61–82.
   Google Scholar
• Montano, J. L. A., Donoso, J. A., Hassall, T., & Joyce, J. (2001). Vocational skills in the accounting professional profile: The Chartered Institute of Management Accountants (CIMA) employers’ opinion. Accounting Education, 10(3), 299–313.
   Google Scholar
• Norman, C. S., Rose, A. M., & Lehmann, C. M. (2004). Cooperative learning: Resources from the business disciplines. Journal of Accounting Education, 22(1), 1–28.
   Google Scholar
• Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223–233.
   Web of Science ®Google Scholar
• Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270–300.
   PubMed Web of Science ®Google Scholar
• Ravenscroft, S. P. (1997). In support of cooperative learning. Issues in Accounting Education, 12(1), 187.
   Google Scholar
• Ravenscroft, S. P., Buckless, F. A., & Hassall, T. (1999). Cooperative learning – a literature guide. Accounting Education, 8(2), 163–176.
   Google Scholar
• Ravenscroft, S. P., Buckless, F. A., McCombs, G. B., & Zuckerman, G. J. (1995). Incentives in student team learning: An experiment in cooperative group learning. Issues in Accounting Education, 10(1), 97.
   Google Scholar
• Riley, J., & Ward, K. (2015). Active learning, cooperative active learning, and passive learning methods in an Accounting Information Systems course. Issues in Accounting Education, 32(2), 1–16.
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. doi: 10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Santangelo, T., & Tomlinson, C. A. (2009). The application of differentiated instruction in postsecondary environments: Benefits, challenges, and future directions. International Journal of Teaching and Learning in Higher Education, 20(3), 307–323.
   Google Scholar
• Schoenecker, T. S., Martell, K. D., & Michlitsch, J. F. (1997). Diversity, performance, and satisfaction in student group projects: An empirical study. Research in Higher Education, 38(4), 479–495.
   Web of Science ®Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
   Google Scholar
• Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94(3), 429.
   Web of Science ®Google Scholar
• Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A Reconciliation. Child Development, 58(5), 1161–1167. doi: 10.2307/1130612
   Web of Science ®Google Scholar
• Slavin, R., Hurley, E., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology (Vol. 7, Pp. 177-198). Hoboken, NJ: John Wiley & Sons, Inc.
   Google Scholar
• Trow, M. (1999). From mass higher education to universal access: The American advantage. Minerva, 37(4), 303–328.
   Web of Science ®Google Scholar
• Tynjälä, P., Välimaa, J., & Sarja, A. (2003). Pedagogical perspectives on the relationships between higher education and working life. Higher Education, 46(2), 147–166.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wagner, J. A. (1995). Studies of individualism-collectivism: Effects on cooperation in groups. Academy of Management Journal, 38(1), 152–173.
   Web of Science ®Google Scholar