Challenges of Online Lessons from Accounting Courses

Author:

Letica Maja1,Mabić Mirela1,Čular Marko2

Affiliation:

1. University of Mostar , Faculty of Economics

2. University of Split , Faculty of Economics, Business and Tourism

Abstract

Abstract COVID-19 is behind us, that is, it no longer poses a direct threat to the normal functioning of higher education. Nevertheless, the answers to the challenges in teaching, brought with it by COVID-19, have become an integral part of the curriculum of higher education institutions. When it comes to online teaching in accounting courses, additional creativity was expected from the teaching staff to successfully transfer knowledge. This was a particularly difficult challenge for those institutions and teaching staff who had not previously applied online teaching and online tools in the teaching process. The research was conducted on students of the Faculty of Economics of the University of Mostar (EF Mostar, FEM) and students of the Faculty of Economics of the University of Split (EF Split, FES), who took one or more accounting courses in the pandemic academic year 2020/2021 and partly in the academic year 2021/2022. The paper tried to offer answers to the questions about the degree of student satisfaction with online teaching, what are the advantages and disadvantages of this kind of teaching, and in which aspects there is room for improvement when considering the teaching of accounting courses in the context of online teaching.

Publisher

Walter de Gruyter GmbH

Reference11 articles.

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2. Bunn, J. (2004). Student persistance in a LIS distance education program. Australian Academic and Research Libraries 35(3), pp. 253-269.10.1080/00048623.2004.10755275

3. Ćukušić, M., & Jadrić, M. (2012). E-učenje: koncept i primjena. Zagreb: Školska knjiga.

4. Gjud, M., & Popčević, I. (2020). Digitalizacija nastave u školskom obrazovanju, Polytehnic and disagn 8(3), pp. 154-162.

5. Jukić, D. (2017). Tehnička pripremljenost i motiviranost studenata hrvatskih sveučilišta za online oblik nastave. Život i škola 18(1), pp. 93-104.

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