Students preferences for teaching and exam delivery modes in accounting education post COVID 19 pandemic

Journal article


Mistry, U., Megally, R. and Aly Rashed, R. (2024). Students preferences for teaching and exam delivery modes in accounting education post COVID 19 pandemic. Accounting Education. pp. 1-33. https://doi.org/https://doi.org/10.1080/09639284.2024.2341242
AuthorsMistry, U., Megally, R. and Aly Rashed, R.
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.

KeywordsHybrid synchronous teaching; online synchronous teaching; on campus teaching; online synchronous and hybrid synchronous exam; accounting education
Year2024
JournalAccounting Education
Journal citationpp. 1-33
PublisherRoutledge (Taylor & Francis Group)
ISSN1468-4489
Digital Object Identifier (DOI)https://doi.org/https://doi.org/10.1080/09639284.2024.2341242
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/09639284.2024.2341242
Publication process dates
Deposited03 May 2024
Publisher's version
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File Access Level
Open
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https://openresearch.lsbu.ac.uk/item/970x9

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