Abstract
PurposeThis study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.Design/methodology/approachDue to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.FindingsThanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.Originality/valueThese teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.
Reference51 articles.
1. About IDEA (n.d.), “Course evaluation help center”, available at: https://courseevaluationsupport.campuslabs.com/hc/en-us/articles/360038347493-About-IDEA (accessed 29 November 2022).
2. The effect of the COVID-19 pandemic on learning quality and practices in higher education—using deep and surface approaches;Education Sciences,2021
3. Adapting to COVID-19 disruptions: student engagement in online learning of accounting;Accounting Research Journal,2020
4. Comparison of students' performance in a managerial accounting course taught in blended learning, traditional classroom, and online setting;Quarterly Review of Business Disciplines,2016
5. Accounting education literature review (2019);Journal of Accounting Education,2020