The Influence of Emergency Remote Learning on Level 2 Accounting Students at a South African University

Abstract

Covid-19 has presented many challenges within various sectors. The education sector, for instance, was forced to re-evaluate learning, moving from interactive face-to-face learning to remote learning. The selected Higher Education Institution (HEI) students appeared unprepared for the sudden move to Emergency Remote Learning. The aim of this paper is to examine students’ perceptions and experiences of engaging remotely to provide academics with insight into the management of remote learning from now on. Connectivity issues were a serious concern. These logistical constraints had a huge part to play in student engagement when connectivity was lost during online sessions. Whilst under the restraint of the pandemic and remote learning, examining the level of student engagement under the social constructivism framework would prove valuable in determining the extent to which the students engage in learning accounting-related subjects that are practiced under the ERL. A qualitative approach was employed to conduct the study. A sample of 20 students was randomly selected for the interviews. Some participants found that ERL was convenient and that they engaged more with their learning while other students felt that because of the practical nature of accounting-related subjects, face-to-face learning was a more suitable approach. The study recommends that the institution has to carry on providing the students with the learning tools. Full utilisation of the LMS is used to close the gap encountered by those who prefer face-to-face learning. The study was limited to Level 2 students within the Accounting and Finance Department of the selected HEI.