Face-to-face delivery this week; online the next: a reflection
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Other Title
Authors
Perera, Ahesha
Rainsbury, Liz
Bandara, Saman
Rainsbury, Liz
Bandara, Saman
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2021-08-16
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Mount Albert (Auckland, N.Z.)
Auckland (N.Z.)
New Zealand
Unitec courses
accounting education
online learning
online learning
COVID-19 Pandemic, 2020-
Auckland (N.Z.)
New Zealand
Unitec courses
accounting education
online learning
online learning
COVID-19 Pandemic, 2020-
Citation
Perera, A., Rainsbury, L., & Bandara, S. (2021). Face-to-face delivery this week; online the next: a reflection. Accounting Research Journal, 34(3), 270-278. doi:https://doi.org/10.1108/ARJ-09-2020-0294
Abstract
PURPOSE
The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand.
DESIGN/METHODOLOGY/APPROACH
The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence.
FINDINGS
The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning.
RESEARCH LIMITATIONS/IMPLICATIONS
This reflection is based on the experiences of three academic staff in one tertiary organisation.
PRACTICAL IMPLICATIONS
The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning.
SOCIAL IMPLICATIONS
The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19.
ORIGINALITY / VALUE
This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature
Publisher
Emerald Publishing
Permanent link
Link to ePress publication
DOI
doi:org/10.1108/ARJ-09-2020-0294
Copyright holder
© Liz Rainsbury, Ahesha Perera.
Copyright notice
Attribution 4.0 International