Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Djajadikerta, Hadrian Geri; Trireksani, Terri; Ong, Tricia; Roni, Saiyidi Mat; Kazemian, Soheil; Zhang, Junru; Noor, Abd Halim Mohd; Ismail, Shafinar; Ahmad, Mohamad Azmi Nias; Azhar, Zubir; Shahbudin, Amirul Shah Md; Maradona, Agus Fredy; Yanto, Heri; Wahyuningrum, Indah Fajarini Sri

doi:10.14453/aabfj.v15i2.7

Cited by 21 publications

(20 citation statements)

References 14 publications

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“…Consistent with within-country studies, a few comparative studies have shown that the pandemic impacted higher education students in their financial situations, technological access, overall quality and satisfaction of instruction, as well as their overall wellbeing (Djajadikerta et al, 2021;Ma et al, 2021;Mlambo and Ndebele, 2021;Tejegor et al, 2020;Tang et al, 2021). A comparative study involving 62 countries from Aristovnik et al (2020) has also shown similar adverse effects on students' performance.…”

Section: Introductionmentioning

confidence: 81%

“…We decided to focus on these four domains of questions for several reasons. First, comparative studies around the impact of the COVID-19 pandemic have shown that higher education students across the world are negatively impacted in these four domains (Djajadikerta et al, 2021;Ma et al, 2021;Mlambo and Ndebele, 2021;Tejegor et al, 2020;Tang et al, 2021;Aristovnik et al, 2020). Second, before the COVID-19 pandemic, studies centered on firstgeneration, low-income, and rural higher education students showed that these subgroups of students faced barriers to navigating their education in their respective higher education systems, including limited access to technology as well as higher financial and mental distress (Bastedo & Jaquette, 2011;Byun et al, 2012;Engle & Tinto, 2008;Eagle & Tinto;2008;House et al, 2020;Irvin et al, 2012;Kilgo et al, 2018;Lightweis, 2014;Padron, 1992;Tate et al;2015).…”

Section: Data and Samplementioning

confidence: 99%

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The Impacts of The COVID-19 Pandemic On First-Generation, Low-Income And Rural Students In Indonesia And Vietnam: A Cross-Cultural Comparative Study

Djita¹,

Tran²,

Nguyen³

et al. 2022

JCIHE

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The COVID-19 pandemic has had a significant impact worldwide. However, comparative studies by country on this topic are limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from university students from both countries (n = 2600). We used regression analyses to measure students’ wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology than their counterparts, and low-income students were more likely to experience financial distress. Indonesian first-gen students also showed a similar trend. We did not find consistent statistically significant estimates for students’ burnout measures in these two countries. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. Keywords: COVID-19 pandemic, comparative study, disadvantaged students, first-generation, higher education, low-income, rural

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Section: Introductionmentioning

confidence: 81%

Section: Data and Samplementioning

confidence: 99%

The Impacts of The COVID-19 Pandemic On First-Generation, Low-Income And Rural Students In Indonesia And Vietnam: A Cross-Cultural Comparative Study

Djita¹,

Tran²,

Nguyen³

et al. 2022

JCIHE

View full text Add to dashboard Cite

show abstract

“…The student is not the sole stakeholder in education; both academicians and administrative personnel are deeply integrated into the educational ecosystem. Therefore there are three research articles, including Djajadikerta et al (2021), Bokolo et al (2020), Nagaletchimee (2019), that evaluated how institutional, mainly the staff contribute to the effectiveness of blended learning. The study of Nagaletchimee ( 2019) used a qualitative case study to identify the challenges faced by fifteen lecturers who were familiar with blended learning when they wanted to make a change from the traditional classroom.…”

Section: Participantsmentioning

confidence: 99%

“…The author developed a model for evaluating institutional readiness on blended learning. More recently, Djajadikerta et al (2021) noted that without compliance technologies support from the university, such as establishing of a learning management system.…”

Section: Participantsmentioning

confidence: 99%

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

Tan¹,

Zakuan²,

Aziz³

2022

AWEJ

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The classroom is where the student and teacher interact, while traditional education uses a Face-to-Face classroom. The unprecedented COVID-19 forced education to shift into an online classroom. Still, numerous researches demonstrate that the pedagogical quality in online classrooms is thus compromised as the educators tend to convert existing face-to-face curriculum that less prioritize intellectual interaction into online ways. Blended learning is not a new yet effective teaching pedagogy, which seems suitable to overcome the challenges as mentioned above as it is a combination of traditional and online modes. Thus, this article summarizes the current trend of blended learning implementation in the Malaysian setting into valuable insight for the practitioner to redesign their pedagogy to meet new norms. This paper assessed and analyzed a total of 22 recent publications that extracted from the Web of Science Database based on three themes that are participant, instrument, and disciplinary. All researches address higher education context, mainly the students’ perspectives and neglecting other stakeholders’ perspectives. Blended learning is proven practical in multidisciplinary but independent curriculum, and pedagogy redevelopment is mandated. The quantitative methodology is preferable by the researcher in the identification of critical governing factors. Overall, the context of blended learning development in Malaysia remains progressively developing by time. In conclusion, the practice of blended learning implementation is getting diffused in Malaysia due to its flexibility and versatility. However, such effective pedagogy lay on collaborative efforts between various stakeholders, including educators, students, institutional management, policymakers, and parent.

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“…The current business environment, which is dominated by rapid technological developments and fierce business competition, requires every organization to continue to learn and adapt (Djajadikerta et al , 2021; Ong and Djajadikerta, 2019). Acquisition of relevant and up-to-date knowledge has become necessary for both the organization and its staff to maintain competitiveness and, if possible, growth (Lange et al , 2000).…”

Section: Background Setting and Proposition Developmentmentioning

confidence: 99%

Benefits of business conference participation for Australian SME managers: a case study of a belt and road initiative conference

Djajadikerta

Ong

et al. 2022

ICT

Self Cite

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Purpose This study aims to explore the benefits of participation in a topic-relevant business conference as a learning and professional development apparatus for senior managers of small- and medium-sized enterprises (SMEs). It analyzes the experiences of 12 Australian SME senior managers who participated in a Belt and Road Initiative (BRI) business conference in Hong Kong. Design/methodology/approach Data were collected through pre- and post-conference attendance interviews. Kirkpatrick and Kirkpatrick’s (2005) four levels framework was used to analyze the effectiveness of business conferences on the participants at four different levels of the framework: reaction, learning, behavior and results. Findings This study finds that the business conference has shown effectiveness for the participants at the reaction (Level 1), learning (Level 2) and behavior (Level 3), indicating that participation in a topic-relevant business conference is useful for the learning and professional development of SME managers. However, only a moderate level of results (Level 4) was identified from attending the BRI conference, which implies that the content and quality of the business conference may influence the achievement of expected results. Originality/value This paper contributes a new understanding of the benefits of topic-relevant business conference participation as a learning and professional development apparatus for SME senior managers.

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Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Cited by 21 publications

References 14 publications

The Impacts of The COVID-19 Pandemic On First-Generation, Low-Income And Rural Students In Indonesia And Vietnam: A Cross-Cultural Comparative Study

The Impacts of The COVID-19 Pandemic On First-Generation, Low-Income And Rural Students In Indonesia And Vietnam: A Cross-Cultural Comparative Study

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

Benefits of business conference participation for Australian SME managers: a case study of a belt and road initiative conference

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