Abstract
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.
Highlights
For the summative exam of the advanced accounting course, students obtained an average score of 11.34 out of 20. Both good teaching and satisfaction are rated relatively high on a five-point Likert scale (M = 4.21 and M = 4.03, respectively)
The current study has revealed that students in a team-based learning (TBL) context (1) rate good teaching higher, (2) have a higher level satisfaction, and (3) obtain higher scores on the final summative exam, compared with students participating in a lecture-based learning (LBL) context
Students in the TBL setting, where close interaction with peers and instructors was possible, rated the good teaching even higher compared to non-COVID-19 times
Summary
The 2019 coronavirus pandemic (COVID-19) turned the world of higher education upside down. From one day to the students were no longer allowed at the university, leading to a radical shift from on-campus, face-to-face (F2F) education to online education. This disruptive change impacted students’ educational experiences [1], as higher education institutions serve an important role in students’ academic, personal, and social growth [2]. Apart from the social consequences, the switch from F2F to online education had consequences for the way course material is taught. The teaching approach in giving an online class often differs from that for a F2F class in terms of skills
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