Learning groups: the effects of group diversity on the quality of group reflection

Adelopo, Ismail; Asante, Joseph; Dart, Eleanor; Rufai, Ibrahim

doi:10.1080/09639284.2017.1327360

Cited by 10 publications

(5 citation statements)

References 53 publications

(99 reference statements)

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“…This is shown in the transfer tasks which test the ability of students to extend what has been learned in one context to other contexts (Sithole, 2016). Our results are consistent with prior research attesting to the benefits of teamwork (Adelopo et al, 2017;Lambert et al, 2013).…”

Section: Collaborative Learning and Application Of Knowledgesupporting

confidence: 89%

Learning accounting through visual representations

Sithole¹,

Datt²,

Lange³

et al. 2021

ARJ

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Purpose The purpose of this study is to investigate the effectiveness of diagrammatic visualisation techniques versus sentential learning contexts in an accounting subject using the theoretical lens of cognitive load theory (CLT). Design/methodology/approach The present study used four groups of students; two groups completed a task using diagrammatic visualisation learning materials, with one of the groups undertaking their leaning activities collaboratively and another on an individual basis, whereas two comparison groups were given a sentential learning context without diagrams, with one group undertaking their leaning activities collaboratively and the other individually. In addition to performance grades, cognitive load self-report scores were also elicited from participants. Findings The findings of this study indicate support for diagrammatic visualisation techniques for students working collaboratively. Compared with sentential learners, the authors find significantly improved test performance for students who work collaboratively in a diagrammatic visualisation environment. Students in the visualisation environments obtained higher grades than those in the sentential group. In terms of mental effort, students in the visualisation conditions reported the lowest cognitive load. Practical implications The authors conclude that diagrammatic visualisation learning techniques enhance student performance outcomes, particularly for those who work collaboratively. CLT assists in the understanding of the mental processes involved in learning. Instructional designers need to consider CLT when developing diagrammatic visualisation material to enable students to obtain the best possible learning outcomes. Originality/value This study addresses a gap in the literature by examining the use of diagrammatic visualisation materials as an alternative to text when learning accounting. The study explores the effect of visualisation material on students’ cognitive load by analysing their mental effort. The study contributes useful findings on visualisation as a conduit to enhancing the understanding of accounting using CLT principles.

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Section: Collaborative Learning and Application Of Knowledgesupporting

confidence: 89%

Learning accounting through visual representations

Sithole¹,

Datt²,

Lange³

et al. 2021

ARJ

View full text Add to dashboard Cite

show abstract

“…According to our qualitative research, many factors influence learning. Firstly, the study confirmed the findings of earlier research that heterogeneous groups have a positive impact on learning [34], [15], [35]. The groups were heterogeneous in many respects (gender, age, personality type, educational background, work experience and current employer or place of study).…”

Section: Factors Affecting Networked Cooperative Learningsupporting

confidence: 87%

“…Our study confirms the existence of these key elements in cooperative learning in a network environment. The latter two themes link our findings to the earlier research on the other factors of cooperative learning [34], [26], [15], [35]. These findings enhance our understanding of the key factors in cooperative learning in a network environment.…”

Section: Cross-organizational Team and Networksupporting

confidence: 82%

“…The results of the qualitative study were divided into five distinct themes: (1) positive interdependence and individual accountability, (2) promotive interaction and social skills, (3) group processing, (4) learning motivation and usefulness, and (5) heterogeneity of the group. The first three themes are based on the work of Johnson, Johnson and Smith [16] and Johnson and Johnson [9], and the last two are based on the earlier research presented in chapter two [34], [26], [15], [35]. Finally, we combine the development suggestions and observations into further research ideas.…”

Section: Results Of the Qualitative Analysismentioning

confidence: 99%

“…Less skillful students can actively cooperate with students who are more competent and thereby develop a deeper understanding of the learning material. Adelopo, Asante, Dart & Rufai [35] have investigated the impact of group diversity in group reflection. Group reflection increased progressively when the number of males in a group relative to females increased.…”

Section: Heterogeneitymentioning

confidence: 99%

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Higher Education of Digitalized Accounting Benefits from Networked Cooperative Learning and Working Life Collaboration

Viinikainen¹,

Pajunen²,

Sjögrén³

et al. 2022

ujer

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Cooperative learning is a structured way of small group working. The key elements are positive interdependence, individual accountability, promotive interaction, social skills and group processing. In this study, we create a new approach of networked cooperative learning, and examine how it contributes to the learning of digitalized accounting in real-life problem-solving cases. The interaction between digitalized accounting and cooperative learning has not been studied before. The data consist of qualitative and quantitative data. The qualitative data were gathered from group work, where accounting firms, their customers and students as well as teachers from two educational institutes worked together to find solutions to practical situations digitalized accounting may cause. The quantitative data were collected through a feedback survey with 51 respondents and studied in four groups. The research provides a descriptive content analysis. Our results indicate that networked cooperative learning is an appropriate method for working life collaboration in the context of digitalized accounting. We argue that cooperative learning is helpful in grasping difficult tasks without an exact goal at the beginning. We identified the well-known five key elements of cooperative learning and found two enhancing elements. Learning motivation and usefulness as well as the heterogeneity of the group have a positive impact on learning.

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Trust Deficit and Anti-corruption Initiatives

Adelopo

Rufai

2018

J Bus Ethics

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Learning groups: the effects of group diversity on the quality of group reflection

Cited by 10 publications

References 53 publications

Learning accounting through visual representations

Learning accounting through visual representations

Higher Education of Digitalized Accounting Benefits from Networked Cooperative Learning and Working Life Collaboration

Trust Deficit and Anti-corruption Initiatives

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