Approaches to Learning Through Group Work: An Empirical Analysis of Student Perceptions

Abstract

Group work is used to promote employability and deeper learning in accounting education. Prior research examines outcomes but there is little understanding of actual group work processes. This exploratory study revisits, builds on and expands the work of Tempone and Martin (1999), who focused on approaches to learning in a group setting and their impact on the group work process. This study is distinguished by its emphasis on students’ cumulative experiences of group work over the entirety of a programme of undergraduate study. It reports that those indicating deep approaches to learning in a group work context attach higher value to their experience, appearing more engaged. However, those indicating strategic approaches differ little from those indicating surface approaches but find the experience more challenging, completing the task without underlying belief in either the value or relevance of group work activities. In order to address students’ approach to learning, it is necessary to first address their motivation and then persuade them of the relevance of group work to accounting education. This requires a coordinated and consistent approach, involving dialogue both between lecturers within a programme and moreimportantly between lectures and students.