- Published
- 01 January 2023
- Chapter
Cooperative learning and accounting students transitions into higher education: Lessons from learning experiences during the covid-19 pandemic
- Authors
- Source
- Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations
Abstract
This chapter reports on best practices for face-to-face cooperative learning as part of blended learning in higher education during the COVID-19 pandemic. It explores whether cooperative group dynamics, in particular, face-to-face small-team activities, have impacted first-year student experiences. Interviews were conducted with freshers who were enrolled in an accounting degree programme at a United Kingdom university. The findings indicated that in-person classes are integral to the process of blended learning. Overall, freshers have shown that small-team work has fostered their sense of belonging to the university community, enhanced their teamwork skills, made them more responsible for their studies, and strengthened their commitment to attend the classes. By presenting the benefits, challenges, and improvement techniques of small teamwork, the results of this study might be of use to sustain a continued engagement of freshers towards facilitating their schooluniversity transition in blended learning.
Rights
This content is not covered by the Open Government Licence. Please see source record or item for information on rights and permissions.
Cite as
Abdelbadie, R. 2023, 'Cooperative learning and accounting students transitions into higher education: Lessons from learning experiences during the covid-19 pandemic', Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations, pp. 167-202. https://doi.org/10.4018/978-1-6684-5039-0.ch009