And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?

In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning pro...

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Autores principales:	Eva Blondeel, Patricia Everaert, Evelien Opdecam
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	COVID-19 good teaching satisfaction performance team learning cooperative learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/ed6c55b947554b97bb10fe390e4fbcf1
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spelling	oai:doaj.org-article:ed6c55b947554b97bb10fe390e4fbcf12021-11-11T19:46:42ZAnd Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?10.3390/su1321121682071-1050https://doaj.org/article/ed6c55b947554b97bb10fe390e4fbcf12021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12168https://doaj.org/toc/2071-1050In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.Eva BlondeelPatricia EveraertEvelien OpdecamMDPI AGarticleCOVID-19good teachingsatisfactionperformanceteam learningcooperative learningEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12168, p 12168 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 good teaching satisfaction performance team learning cooperative learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	COVID-19 good teaching satisfaction performance team learning cooperative learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Eva Blondeel Patricia Everaert Evelien Opdecam And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
description	In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.
format	article
author	Eva Blondeel Patricia Everaert Evelien Opdecam
author_facet	Eva Blondeel Patricia Everaert Evelien Opdecam
author_sort	Eva Blondeel
title	And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
title_short	And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
title_full	And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
title_fullStr	And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
title_full_unstemmed	And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
title_sort	and then there was covid-19: do the benefits of cooperative learning disappear when switching to online education?
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/ed6c55b947554b97bb10fe390e4fbcf1
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And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?

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