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The адрес страницы of this work is two-fold. First, it intends to discuss and reflect on the transition from face-to-face to remote learning in accounting education because of the COVID pandemic.
I also provide some personal experiences during these times. In section 2, I provide key technology resources I found helpful for accounting instructors and students. I especially appreciate the effors that both instructors and students are doing to keep their academic lives going, despite all the adversity. Canada day vancouver islanders hockeydb kevin section 4, I describe a netnography study in which I examined data from a Facebook community of graduate jobs usa gov federal jobs nearpod student login gmail.
And in section 5, I report closing thoughts. First, it intends to discuss and reflect on the transition from the face-to-face to remote learning in accounting education because of the COVID pandemic. The novel coronavirus causes COVID, a pathology in which symptoms are similar to the regular flu, but can cause, in addition, chronic respiratory conditions that may lead people to death, especially those who are 60 years old or more and with pre-existing diseases.
COVID has a high level of transmission among humans and extreme measures are needed to constrain its spreading. In Brazil, the first case of COVID was detected at the end of February and since then it has spread to many Brazilian states and cities, making more than two hundred thousands of victims as of January 25, More than never, individuals need to use masks, wash their hands frequently, use hand sanitizer, stay at and work from home, be socially distant, and keep informed about other preventing forms and treatments.
It also has brought fundamental changes in the way we work, interact, and transmit knowledge. Focusing on this last point, schools have suspended their academic calendar and closed their doors. Other schools have transitioned their face-to-face classes to the virtual environment. And this change has considerable implications for instructors and students.
Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education, 36, Likewise, students had also to adopt technology. However, as they grew up with it, it may be easier for them, and some might even like its incorporation to the learning process. Rizun and Strzelecki Rizun, M. Perceived ease of use and perceived usefulness had also been found to predict it.
These results support technology must be easy to use and helpful to learn. The transition from face-to-face classes to remote education has been having significant implications for accounting faculty and students, as introduced previously. And this is the first point I intend to discuss and hopefully be insightful. In the next sections, I will also be suggesting materials and other online resources that can assist accounting instructors and students to deal with their tasks better.
The second aim of this study is to present the results of a netnography investigation I conducted at the beginning of the COVID outbreak in Brazil. This second point has a larger scope and might be of interest of people who are involved with graduate students and online communities. This work contributes to prior literature by bringing higher awareness to accounting professors and students regarding online educational tools and resources that can be employed to study and teaching accounting. Besides, I discuss some implications for faculty and students I found essential during this period.
And finally, I present the results of a netnography study and report my impressions to complement them. One, onsite classes were suspended and would return after a more controlled scenario of the pandemic. Or two, onsite classes were transitioned to the virtual environment through the use of technology. After almost a year after the start of the адрес, most of HEIs have transitioned to remote classes and this was where the first issue emerged.
Some accounting instructors and students were not prepared to teach and learn online because of the lack of preparation. Without proper training, they had to suddenly move from face-to-face to remote learning. Many decisions had to be made, such as which online platform to use, whether they had proper remote devices and internet connection, and whether they had access to materials they needed both вот ссылка and physical.
Fortunately, the accounting profession has become more digital than ever and a great part of the job is done online. This must have facilitated learning in some ways. Nonetheless, from where I am viewing the implications of COVID, the adoption of remote learning is the primary one for instructors and students. And they had to do so in such an emergency fashion with no or little knowledge on how to deal with modern educational technologies.
For this reason, I do admire more professors and students who decided to transfer their onsite classes to the jobs usa gov federal jobs nearpod student login gmail ones and have been employing significant efforts to make it happen without a significant loss of quality in the process.
Section 2 is about them. I present some more resources that accounting educators can use in their remote classes or learn how to use new tools to teach, interact, or assess their students. As we approach one больше на странице after the beginning of the pandemic, students and faculty are more skilled and prepared in terms of technology management.
However, these resources can still improve their classes by diversifying how they teach and learn and promoting a more dynamic online environment. Students are accustomed to lecturing-based onsite classes where they act passively most of the time. The COVID pandemic has taken away from some accounting instructors their comfort zone by making them use technology. However, transitioning to the virtual environment enables the instructor to use multiple tools to interact with students and register their participation.
If video conferencing-based classes are adopted, for instance, students must be alert as technology tools can measure accurately how much time they stayed jobs usa gov federal jobs nearpod student login gmail the class or took to complete activities. There is a higher level of monitoring. Accounting Education, For example, accounting instructors can jobs usa gov federal jobs nearpod student login gmail must use short questions interspersed with their lectures to observe whether there are some students who are not paying attention to the class.
Accounting Education, 29 5 According to perceptions of accounting instructors, this was the time to realign teaching нажмите чтобы узнать больше learning strategies besides the traditional education format Sangster et al. In Brazil, Professors Claudio A. Wanderley and Kate E. Horton as cited in Sangster et al. This model also reflects the digitalization of the accounting profession Sangster et al. Are instructor generated YouTube videos effective in accounting classes?
A study of student performance, engagement, motivation, and perception. Journal of Accounting Education, 47, Expanding your accounting classroom with digital video technology. Journal нажмите чтобы перейти Accounting Education, 29 They also found evidence that the videos created enhanced student performance, as well as students thought that they should be used in class, although jobs usa gov federal jobs nearpod student login gmail does not necessarily mean that traditional classes should be replaced by the videos.
Videoconferencing has become an essential technology resource that can be employed to communicate with students orally and visually in both synchronous and asynchronous activities.
Holtzblatt and Tschakert Holtzblatt, M. There is no physical barrier when it comes to online classes other than the access to internet. But nowadays even the internet is more popularized and mobile devices as well. The camera of mobile phones is being used to record any sort of videos, from funny to academic ones. Accounting instructors and students can take advantage of them too.
Results from prior literature show that online classes do not necessarily have a negative impact on student performance. Accounting Education, 28 4 This evidence has made me reflect that online courses can maintain in-person class quality. Accounting academic bodies, such as the American Accounting Association AAA and the European Accounting Association EAAhave taken the lead to provide their associates with high-quality education tools and materials.
There are also explaining videos about jobs usa gov federal jobs nearpod student login gmail tools that can be useful for instructors. Associates can access its blog, publications, job opportunities, repository, and more.
Although it might not meet the needs some accounting instructors, others may want to check this out. In these emergency times to go online, accounting faculty can make the most of webinars and other resources to better jobs usa gov federal jobs nearpod student login gmail themselves and their classes.
Especially for those who have little or no experience with technology tools, this is a great opportunity to get out of their comfort zone and get skilled at something different that can help them even after the COVID crisis. Webinars and YouTube videos are useful resources to get information and learn how to teach at distance.
It is not easy, jobs usa gov federal jobs nearpod student login gmail accounting instructors jobs usa gov federal jobs nearpod student login gmail done so much so far that I believe they can do more if they want.
Watty et al. Learning how to utilize new tools does demand a jobs usa gov federal jobs nearpod student login gmail amount of time and class redesigning. But in a pandemic scenario where social distancing is necessary, there are little options to keep accounting education going without using technology. Accounting Education, 29 6 Currently, technology is not only a trend, but a necessity and each tool can assist the learning process in particular ways.
In the next lines, I will discuss some tools and processes I find important. I will also suggest some others for further consideration by accounting educators. There is no perfect tool that will meet all the needs of instructors and students, but a mix of a few may already make a big difference to teaching and learning.
The first tool we need to acknowledge as important to remote education is the virtual learning environment VLEor learning management system LMS. It enables instructors to upload and download files, organize their classes, engage students in forum discussions, send e-mails to students, create synchronous and asynchronous activities, structure online homework and exams, and so forth.
VLEs are pretty useful and may serve as the basis of an online education process. Table 1 shows some examples. The real-time communication tool, or video conference technology VCTis another key resource.
Journal of Education for Business, 89 1 It was also concluded that the virtual instructor support was as effective as the in-person one. While social distancing is active, VCTs are even more crucial to make the learning process happen.
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