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

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  • Evelien Opdecam
  • Patricia Everaert

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.

Suggested Citation

  • Evelien Opdecam & Patricia Everaert, 2019. "Choice-based learning: lecture-based or team learning?," Accounting Education, Taylor & Francis Journals, vol. 28(3), pages 239-273, May.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:3:p:239-273
    DOI: 10.1080/09639284.2019.1570857
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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