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Cooperative Learning and Accounting Students Transitions Into Higher Education: Lessons From Learning Experiences During the COVID-19 Pandemic

Cooperative Learning and Accounting Students Transitions Into Higher Education: Lessons From Learning Experiences During the COVID-19 Pandemic

Rasha Ashraf Abdelbadie
Copyright: © 2023 |Pages: 36
ISBN13: 9781668450390|ISBN10: 1668450399|ISBN13 Softcover: 9781668450437|EISBN13: 9781668450406
DOI: 10.4018/978-1-6684-5039-0.ch009
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MLA

Ashraf Abdelbadie, Rasha. "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, edited by Jeffrey Herron, IGI Global, 2023, pp. 167-202. https://doi.org/10.4018/978-1-6684-5039-0.ch009

APA

Ashraf Abdelbadie, R. (2023). Cooperative Learning and Accounting Students Transitions Into Higher Education: Lessons From Learning Experiences During the COVID-19 Pandemic. In J. Herron (Ed.), Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations (pp. 167-202). IGI Global. https://doi.org/10.4018/978-1-6684-5039-0.ch009

Chicago

Ashraf Abdelbadie, Rasha. "Cooperative Learning and Accounting Students Transitions Into Higher Education: Lessons From Learning Experiences During the COVID-19 Pandemic." In Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations, edited by Jeffrey Herron, 167-202. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5039-0.ch009

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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 school-university transition in blended learning.

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