Remote Learning Under the COVID-19 Social Distancing: Reflections and a Netnography Study

Abstract

The purpose of this work is two-fold. First, it intends to discuss and reflect on the transition from faceto-face to remote learning in accounting education because of the COVID-19 pandemic. And second, it presents the results of a netnography study conducted at the beginning of the COVID-19 outbreak in Brazil (March and April of 2020). 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. In section 3, I discuss the implications for instructors and students brought by the COVID-19. I especially appreciate the effors that both instructors and students are doing to keep their academic lives going, despite all the adversity. In section 4, I describe a netnography study in which I examined data from a graduate students' Facebook community. And in section 5, I report closing thoughts.

Remote teaching and learning

“…As a result, they fail to utilize their money for the improvement of technology. In addition to the technological deficit expanded to social classes with less access to technology, the lack of preparation of teachers for this new reality has been observed as well (Nasu, 2021).…”

“…With this same discussion interspersed with the then blatant criticism of inequality in terms of access to ICTs, State and Federal Governments were also asked to invest in technology for the popular classes and in research involving the mapping and creation of popular means to distribute these technologies. In addition to the technological deficit expanded to social classes with less access to technology, the lack of preparation of teachers for this new reality has been observed as well (Nasu, 2021).…”