Abstract
ABSTRACT The COVID-19 pandemic has sparked a revolution in the delivery of modules in higher education. This paper aims to answer the research question: What are the preferences of undergraduate accounting and finance students regarding teaching delivery and exam modes following the COVID-19 pandemic lockdown? Specifically, we focus on campus, online synchronous, and hybrid synchronous teaching delivery and exam modes. To address this research question, we conducted an online questionnaire surveying students at a U. K. university. Our data show that modules involving calculations, such as financial accounting, are preferred to be taught on campus, whereas theoretical modules like business law are preferred to be taught online. Additionally, the data reveal reasons for these preferences, including community learning, isolation, concentration, and access to recordings. This research contributes valuable insights into optimising accounting education. We advocate for flexibility in both teaching and exam delivery within accounting education, recognising the diverse needs of students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.