Abstract

Cooperative learning, a structured form of small group work based on positive interdependence, individual accountability, appropriate team formation, group processing, and social skills, can help university and college faculty achieve a number of important results. Research indicates that cooperative learning can have positive effects on student achievement, multiethnic relationships, self-esteem, student retention, and attitudes toward course content. By shifting toward a learner-centered classroom environment, accounting faculty using cooperative learning techniques may foster a sense of community and cooperation. Cooperative learning may make the learning experience a richer one for accounting students and for faculty. This paper reports upon the implementation of cooperative learning in undergraduate accounting courses.

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