Abstract
A switch to emergency remote teaching, learning, and assessment (TLA) has become necessary as a result of the social distancing brought about by the recent COVID-19 pandemic. Higher Education Institutions (HEIs) were forced to switch from face-to-face to online teaching and learning to ensure successful completion of the academic year as well as the safety of their staff and students from a global pandemic. This arrangement has created teaching problems in terms of familiarizing oneself with technology, losing face-to-face contact, and limiting access to essential facilities such as laboratories and libraries. The new normal is when remote learning is employed to fulfil TLA obligations. Therefore, students are expected to adjust from a traditional to a remote learning environment. This change in environment highlights the importance of exploring students’ perceptions as the recipients of this novel learning. Hence, the aim of this study was to explore the impact that the COVID-19 pandemic has had on student learning, underpinned by the activity theory. Quantitative research methods were applied to elicit students’ perceptions of remote learning through the use of an online questionnaire. The target population comprised undergraduate management accounting students. The paper provides interesting implications for government, policymakers, regulatory bodies, and other researchers because it offers a student perspective on the challenges experienced with remote learning.
Highlights
This world is facing an unprecedented challenge in dealing with the recent COVID-19 pandemic
The investigation was aligned with the study’s aim and objectives, which was to explore the impact of COVID-19 on the Cost and Management Accounting students at Durban University of Technology (DUT)
The analysis was drawn from the online questionnaires administered to 430 students enrolled in the National Diploma programme for the 2020 academic period
Summary
This world is facing an unprecedented challenge in dealing with the recent COVID-19 pandemic. There was a shift in the academic role emphasized amid the pandemic with the closure of the education sector globally This decision caught academics off guard, resulting in teaching problems in terms of familiarizing oneself with technology, loss of face-to-face contact, and access to essential facilities such as laboratories and libraries. Students had to transition from face-to-face to remote learning as part of continuity plans for the academic programmes during the lockdown. Learning management systems (LMSs) have been brought to the forefront of TLA by academics, especially with HEIs exploring LMSs that provide solutions during the lockdown period. This precipitated challenges for students (Abbasi et al, 2020). HEIs had to develop or revise existing plans to ensure that the academic programme could continue to adopt digital teaching and learning methods impacting all stakeholders
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