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

References

• Bacon, D. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29, 248–267. doi: 10.1177/1052562904263729
   Google Scholar
• Baer, J. (2003). Grouping and achievement in cooperative learning. College Teaching, 51, 169–175. doi: 10.1080/87567550309596434
   Google Scholar
• Ballantine, J., & Mccourt Larres, P. (2007). Final year accounting undergraduates’ attitudes to group assessment and the role of learning logs. Accounting Education: An International Journal, 16, 163–183. doi: 10.1080/09639280701234419
   Google Scholar
• Ballantine, J., & McCourt Larres, P. (2009). Accounting undergraduates perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training. Accounting Education: An International Journal, 18, 387–402. doi: 10.1080/09639280902719366
   Google Scholar
• Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24, 413–426. doi: 10.1080/0260293990240405
   Google Scholar
• Bourner, J., Hughes, M., & Bourner, T. (2001). First-year undergraduate experiences of group project work. Assessment & Evaluation in Higher Education, 26, 19–39. doi: 10.1080/02602930020022264
   Google Scholar
• Bryant, S., & Albring, S. (2006). Effective team building: Guidance for accounting educators. Issues in Accounting Education, 21, 241–265. doi: 10.2308/iace.2006.21.3.241
   Google Scholar
• Burdett, J. (2007). Degrees of separation – Balancing intervention and independence in group work assignments. The Australian Educational Researcher, 34, 55–71. doi: 10.1007/BF03216850
   Web of Science ®Google Scholar
• Chapman, K., & Van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23, 117–127. doi: 10.1177/0273475301232005
   Google Scholar
• Clinton, B., & Kohlmeyer, J., III. (2005). The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. Journal of Accounting Education, 23, 96–116. doi: 10.1016/j.jaccedu.2005.06.001
   Google Scholar
• Curşeu, P. L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups’ cognitive complexity. Studies in Higher Education, 38, 87–103. doi: 10.1080/03075079.2011.565122
   Web of Science ®Google Scholar
• Davies, W. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58, 563–584. doi: 10.1007/s10734-009-9216-y
   Web of Science ®Google Scholar
• De Winter, J., & Dodou, D. (2010). Five-point Likert items: T test versus Mann-Whitney Wilcoxon. Practical assessment. Research & Evaluation, 15, 1–12.
   Google Scholar
• Dyball, M. C., Reid, A., Ross, P., & Schoch, H. (2007). Evaluating assessed group-work in a second-year management accounting subject. Accounting Education: An International Journal, 16, 145–162. doi: 10.1080/09639280701234385
   Google Scholar
• Gammie, E., & Matson, M. (2007). Group assessment at final degree level: An evaluation. Accounting Education: An International Journal, 16, 185–206. doi: 10.1080/09639280701234609
   Google Scholar
• Garvin, J., Butcher, A., Stefani, A., Tariq, V., Lewis, N., Blumson, R., … Hill, J. (1995). Group projects for first-year university students: An evaluation. Assessment & Evaluation in Higher Education, 20, 273–288. doi: 10.1080/0260293950200304
   Google Scholar
• Gibbs, G. (2009). The assessment of group work: Lessons from the literature. Retrieved from http://ac.uk.aske/documents/Brookes%20groupwork%20Gibbs%20Dec%2009.pdf
   Google Scholar
• Healy, M., McCutcheon, M., & Doran, J. (2014). Student views on assessment activities: Perspectives from their experience on an undergraduate programme. Accounting Education: An International Journal, 23, 467–482. doi: 10.1080/09639284.2014.949802
   Google Scholar
• Hillyard, C., Gillespie, D., & Littig, P. (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11, 9–20. doi: 10.1177/1469787409355867
   Google Scholar
• Holt, D., Michael, S., & Godfrey, J. (1997). The case against cooperative learning. Issues in Accounting Education, 12, 191–193.
   Google Scholar
• Houldsworth, C., & Mathews, B. (2000). Group composition, performance and educational attainment. Education & Training, 42, 40–53. doi: 10.1108/00400910010317086
   Google Scholar
• Humphreys, P., Greenan, K., & McIlveen, H. (1997). Developing work-based transferable skills in a university environment. Journal of European Industrial Training, 21, 63–69. doi: 10.1108/03090599710161739
   Google Scholar
• Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory Into Practice, 38, 67–73. doi: 10.1080/00405849909543834
   Web of Science ®Google Scholar
• Livingstone, D., & Lynch, K. (2000). Group project work and student-centred active learning: Two different experiences. Studies in Higher Education, 25, 325–345. doi: 10.1080/713696161
   Web of Science ®Google Scholar
• Lizzio, A., & Wilson, K. (2006). Enhancing the effectiveness of self-managed learning groups: Understanding students’ choices and concerns. Studies in Higher Education, 31, 689–703. doi: 10.1080/03075070601004309
   Web of Science ®Google Scholar
• Mills, P. (2003). Group project work with undergraduate veterinary science students. Assessment & Evaluation in Higher Education, 28, 527–538. doi: 10.1080/02602930301676
   Google Scholar
• Mutch, A. (1998). Employability or learning? Groupwork in higher education. Education & Training, 40, 50–56. doi: 10.1108/00400919810206884
   Google Scholar
• Napier, R., & Gershenfeld, M. (1993). Groups: Theory and experience (5th ed.). Boston, MA: Houghton Mifflin.
   Google Scholar
• Opdecam, E., & Everaert, P. (2012). Improving student satisfaction in a first-year undergraduate accounting course by team learning. Issues in Accounting Education, 27, 53–82. doi: 10.2308/iace-10217
   Google Scholar
• Pauli, R., Mohiyeddini, C., Bray, D., Michie, F., & Street, B. (2008). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology: An International Journal of Experimental Educational Psychology, 28, 47–58. doi: 10.1080/01443410701413746
   Web of Science ®Google Scholar
• Ravenscroft, S., Buckless, R., & Hassall, T. (1999). Cooperative learning – A literature guide. Accounting Education, 8, 163–176. doi: 10.1080/096392899330991
   Google Scholar
• Seethamraju, R., & Borman, M. (2009). Influence of group formation choices on academic performance. Assessment & Evaluation in Higher Education, 34, 31–40. doi: 10.1080/02602930801895679
   Web of Science ®Google Scholar
• Speck, B. (2003). Fostering collaboration among students in problem-based learning. New Directions for Teaching and Learning, 95, 59–65. doi: 10.1002/tl.114
   Google Scholar
• Strand Norman, C., Rose, A., & Lehmann, C. (2004). Cooperative learning: Resources from the business disciplines. Journal of Accounting Education, 22, 1–28. doi: 10.1016/j.jaccedu.2004.01.001
   Google Scholar
• Takeda, S., & Homberg, F. (2014). The effects of gender on group work process and achievement: An analysis through self- and peer-assessment. British Educational Research Journal, 40, 373–396. doi: 10.1002/berj.3088
   Web of Science ®Google Scholar
• Tanner, M., & Lindquist, T. (1998). TEACHING RESOURCE using MONOPOLY TM and Teams-GamesTournaments in accounting education: A cooperative learning teaching resource. Accounting Education: An International Journal, 7, 139–162. doi: 10.1080/096392898331225
   Google Scholar
• Weil, S., Oyelere, P., & Rainsbury, E. (2004). The usefulness of case studies in developing core competences in a professional accounting programme: A New Zealand study. Accounting Education: An International Journal, 13, 139–169. doi: 10.1080/09639280410001676602
   Google Scholar