Implementing Individual and Small Group Learning Structures with a Computer Simulation

The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with...

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Bibliographic Details
Published in:Educational technology research and development 1999-01, Vol.47 (1), p.97-109
Main Authors: Klein, James D., Doran, Martha S.
Format: Article
Language:English
Subjects:
Accounting
Attitude surveys
Automated accounting systems
College students
Computer Simulation
Computers in education
Cooperative Learning
Curricula
Design
Development
Discussion groups
Dyadic relations
Education
Educational sciences
Educational software
Educational Technology
Evaluation of teaching methods
Group Discussion
Group Experience
Group Structure
Higher Education
Individual Instruction
Instructional Effectiveness
Learning
Learning Processes
Learning Strategies
Posttests
Small Group Instruction
Student interaction
Student Motivation
Teaching Methods
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Summary:The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.
ISSN:1042-1629
1556-6501
DOI:10.1007/BF02299479