Online-only learning during the COVID19 pandemic. What determines accounting students’ engagement?

Krasodomska, Joanna; Zarzycka, Ewelina; Mazurczak-Mąka, Anna; Turek-Radwan, Monika

doi:10.5604/01.3001.0015.7991

Cited by 4 publications

(1 citation statement)

References 58 publications

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“…In turn, J. Krasodomska et al (2022) noticed that students' expectations regarding the effort put into learning and the outcomes obtained significantly increase engagement in distance learning.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 98%

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Lisicki,

Szewieczek

2023

Int. Journal of Public Adm. Mgmt and Econ. Dev.

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Main research aim is assessing whether the mode of conducting classes (traditional/distance) affects the differentiation in the obtained subject grades in the period preceding distance teaching (PRE-COVID), during the pandemic (COVID-19), with distance teaching, and after its end (POST-COVID). This study was conducted on the example of the subject "Accounting" taught at the University of Economics in Katowice. The grades of 278 students in the “Accounting” course were analyzed. To verify the hypothesis of this study, indicating the lack of differentiation of students’ grades depending on the mode of study (traditional/distance), it was necessary to assign the obtained grades to three distinguished research subperiods. The significance of variance in the grades of “Accounting” course students in individual sub-periods was calculated based on the one-way ANOVA analysis of variance. The conducted research allowed us to confirm the existence of a relationship between the adopted teaching formula (traditional and distance) and the grades (outcomes) of students. Based on the analyses carried out, it is necessary to reject the initial hypothesis about the lack of dependence between the mode of teaching in the PRE-COVID, COVID-19, and POST-COVID subperiods and the student’s learning outcomes in the introductory subject to accounting. The unique value of this study lies in the analysis of three consecutive comparative periods, in which traditional teaching, e-learning, and return to traditional education took place. This allows to set trends in the observed phenomena and make specific forecasts.

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Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 98%

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Lisicki,

Szewieczek

2023

Int. Journal of Public Adm. Mgmt and Econ. Dev.

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Exploring the Nexus of Distance Learning Satisfaction: Perspectives from Accounting Students in Serbian Public Universities During the Pandemic

Fedajev,

Jovanović,

Janković-Perić

et al. 2024

J Knowl Econ

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Amid the COVID-19 pandemic, teachers globally transitioned to distance learning, presenting significant challenges, particularly in developing countries. In that sense, the study investigates the usefulness and satisfaction (US) of distance learning (DL) among accounting students in Serbian public universities during the COVID-19 pandemic. The research focuses on three key factors affecting perceived US derived from existing literature, including teaching process quality (TPQ), technical qualities of distance learning platforms (TQ), and compatibility with social and pandemic conditions (CSPC). The developed theoretical model is predominantly based on the user satisfaction model. Data from 373 surveyed students, gathered through a validated questionnaire, underwent analysis using the partial least squares structural equation model (PLS-SEM). Results reveal that CSPC and TPQ significantly impact the US, whereas TQ has a minor and statistically insignificant effect. The R2 value indicates these three constructs explain a significant portion of the variance for the US, with moderate effects of CSPC and TPQ and a small effect of TQ, indicated by f2 values. Moreover, the model is found to be significantly predictive, according to the Q2 value. Besides theoretical implications, the study suggests important practical implications for university management, emphasizing regular student surveys, continuous improvement of DL systems, and effective and continuous teacher training as the vital measures for enhancing teaching quality. Improving TPQ and TQ also impacts the Serbian economy by fostering workforce development, enhancing digital transformation, stimulating telecommunication industry growth, driving digital information sector development, attracting investment and innovation, boosting global competitiveness, and promoting lifelong learning.

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Distance Learning and Financial Accounting in Portugal

Maldonado,

Pinho,

Silva

et al. 2023

2023 18th Iberian Conference on Information Systems and Technologies (CISTI)

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Online-only learning during the COVID19 pandemic. What determines accounting students’ engagement?

Cited by 4 publications

References 58 publications

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Exploring the Nexus of Distance Learning Satisfaction: Perspectives from Accounting Students in Serbian Public Universities During the Pandemic

Distance Learning and Financial Accounting in Portugal

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