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Team-based learning:
Does it have a positive impact on
student learning in accounting?
Valerie Kinnear, Associate Professor
Bissett School of Business
With thanks to Joan Barlow, Assistant Professor, Bissett School of Business
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“Early Returns and Initial
Findings of Work in Progress”
• Why did we change our course?
• What is “team-based learning”?
• Impact on our course design
• Why do a SoTL project on this?
• SoTL data collection
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Motivation for Change in Teaching
• Passive approach to learning
• Lack of accountability
• Poor knowledge transference from one
course to the next
• Surface learning not deep learning
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Catalyst for Change
Dee Fink workshops:
Mount Royal University:
Joy and Responsibility of Teaching Well
Cdn Academic Accounting Association:
Creating Significant Learning Experiences
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“Location of the Course”
ACCT 2121 ACCT 3220 ACCT 3221
Introduction to Financial
Accounting
Financial Accounting Concepts
Intermediate Accounting 1
All BBA Students
Accounting majors
Accounting majors
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Fink’s Taxonomy of Significant
Learning
Source: Fink, L. D. (2003) Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass Publishers,
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ACCT 3220 Learning Outcomes
• Learn how to learn accounting
• Develop an appreciation for the vital
role accounting plays in society
• Learn how to work effectively in a
team environment
• Develop skills required to become
preparers of financial accounting
information..
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Team Based Learning
Instructional Activity Sequence
Source: Fink, L. D. (2003) Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass Publishers, page 132
Activities
R.A.P.:*
1. Individual Test
2. Group Test
3. Appeal Process
4. Instructor mini-lecture
Out-of-Class: Reading Homework Homework Review
Application (Practice with Feedback) AssessmentPreparation
In-Class:
Group
Work
(Simple)
Group
Work
(Complex)
Module Exam
or
Assignment:
Done
individually
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Readiness Assessment Test (RAT)
Start of each module
Each RAT - 4% of course grade
Step 1: Individual multiple choice test
Step 2: Repeat Test in Teams
(IF-AT forms)
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Grading the Team Test
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Readiness Assessment Test (RAT)
Start of each module
Each RAT - 4% of course grade
Step 1: Individual multiple choice test
Step 2: Repeat Test in Teams
(IF-AT forms)
Step 3: Group written appeals
Step 4: Mini-lecture
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Readiness Assessment Appeals
Ambiguity in
Question
• Describe source of
ambiguity
• Provide alternative
wording
Ambiguity in
Readings
• Describe reason for
disagreement
• Provide supporting
page reference and
quote
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How did Team Based Learning
impact our course design?
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Mark Allocation
• Readiness Assessment Tests 20%
• On-line algorithmic assignments 5%
• End of module tests/assignments 40%
• Peer Evaluation 5%
• Team History Snap shots 2%
• Comprehensive team project 8%
• Final exam 20%
100%
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Course Design Implications
• Divided course into five course modules
• Created detailed module specific
objectives and reading guides
• Increased integration of course material
• Increased alignment of class activities
with outcomes and assessments
• Module tests – no midterm exam
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Peer Assessment of Contributions of
Group Members (5% of course grade)
• Preparation for class?
• Contribution to group discussion and work?
• Respect for and encouragement of others’
ideas?
• Flexibility when disagreements occurred?
Interim assessment
Final assessment
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Why SoTL?
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Initial Findings:
Grade Distribution
2009/10 compared to prior years
• 50% drop in number of withdrawals
• 50% drop in number of D and F grades
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Initial Findings:
Exam Results
2009/10 compared to prior years
• Results on final exam comparable to term
test
• Traditionally final exam grades are lower
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Initial Findings:
Class Attendance
• Reduction in number of classes
missed
• Peer evaluations emphasized
attendance
• Last three days are a comprehensive
team project – almost full attendence
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Initial Findings:
Student Feedback
• The “Critical”
• The “Converts”
• The “Convinced”
• The “Evangelical”
• The “Post Semester Realizations”
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SoTL
Project
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Data Collection
• Team History Snap Shots
• Peer Evaluations
• Post semester on-line survey
• Student grades
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Team History Snap Shots
• One snap shot per module per team
• Rotate responsibility
• Explain the process the team undertook to
learn the material
• How did they function as a team
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Team History Snap Shots • How your team worked together.
• What general team rules you followed.
• What factors you believe contributed to effective and/or ineffective team behaviour.
• The role of collaboration in understanding/learning conceptual and procedural aspects of accounting.
• How individual expertise and preparation affected the team dynamic and function.
• How asking for questions or for clarification affected the team dynamic and function.
• What the team would do differently (or the same) in the future.
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Peer Evaluations
Interim Peer Evaluation
• Mid-semester
• No impact final course grade
• Emphasis on constructive feedback
Final Peer Evaluation
• End of semester – after comprehensive in
class team project
• 5% of course grade
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Peer Evaluations
Students receive:
• Collated comments (anonymous)
• Average of scores from peers
• Range of average scores for their team
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Post Semester On-Line Survey
• General question on what helped them
learn and how
• Impact of the RATs
• Division of course into modules
• Class activities versus traditional lectures
• Being part of a team
• Interim and final peer evaluations
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Grades
• A measure of success of team-based
learning
• Triangulation with survey and term work
• Study is confidential not anonymous
• May affect participation rates
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Resources
• www.teambasedlearning.org
• Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses L. Dee Fink ISBN: 978-0-7879-6055-1
• Team-Based Learning: A Transformative Use of Small Groups in College Teaching
L. K. Michaelsen, A.B. Knight, L. D. Fink
ISBN 1-57922-086-x
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For Accounting Faculty Only
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Creation of Course Modules
1. Accounting Cycle Review
2. Financial Accounting Concepts & Stmt Analysis
3. Equity
(Partnerships & Corporations)
4. Financial Instruments
(LT Liabilities & Investments)
5. Cash Flow Statement
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Module Objectives & Reading Guide
• Preparation for the RAT
• Specific learning outcomes for each module
• Details on the material to read
• List of questions they should be able to answer
from each section of the readings
• Brief Exercises to practice before the RAT
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Alignment of Class Activities with
Outcomes & Assessments
• Process required a higher degree of
intentionality regarding alignment
• Different types of class activities
• “Tabloid Queens” – 11” by 17” paper for
projects
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Module Tests
• Four modules had end of module tests
• 110 minutes for each test (one class)
• Worth 5% to 10% each
• Very comprehensive
• Reduced game playing about what would be on the exam
• No “midterm”
Comprehensive final examination
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Outcome: Increased Integration
of Course Material
Examples:
1. Revenue Recognition issues directly linked to
impact on financial statement analysis
2. Bonds payable versus investments in bonds
3. “Salary allowances” in partnerships vs. “salary
expenses” in corporations
4. Withdrawal of a partner versus reacquisition of
shares