E-learning in accounting education: the influence of students’ characteristics on their engagement and performance

Krasodomska, Joanna; Godawska, Justyna

doi:10.1080/09639284.2020.1867874

Cited by 36 publications

(29 citation statements)

References 52 publications

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“…This shows that the overall final performance of these students is better during ODL compared to F2F learning. This is consistent with the results obtained by Krasodomska and Godawska (2020) who showed that students' engagement in online learning had a positive effect on their final performance, which means that students with higher GPAs performed better in their studies during ODL. When this study compares the performance of students in terms of GPA and overall FAR courses apart from the individual FAR courses in both methods of learning, it has seen a roughly better performance during ODL in comparison to the traditional physical learning.…”

Section: Discussionsupporting

confidence: 92%

“…Furthermore, the issues of computer self-efficacy and unfamiliarity with the online examination method also can potentially deteriorate students' performance. Struggling students might experience test anxiety and technical difficulties while taking the online exam which in turn negatively affects students' exam grades (Wuthisatian, 2020) From a different point of view, Krasodomska and Godawska (2020) revealed that students' engagement in online learning had a positive effect on their final performance. Likewise, Broadbent and Poon (2015) demonstrated that students in an online learning environment who efficiently manage their time by planning, monitoring, and controlling their learning will achieve better grades in examinations.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

A Comparison of Students’ Performance during Face-to-Face vs. Open and Distance Learning – Evidence from Diploma in Accountancy Students

Fatzel¹,

Isa²,

Omar³

et al. 2021

IJARBSS

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Students’ Performance during Face-to-Face vs. Open and Distance Learning – Evidence from Diploma in Accountancy Students

Fatzel¹,

Isa²,

Omar³

et al. 2021

IJARBSS

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“…The results show that online and blended teaching methods have a positive and significant impact on students' achievement for both accounting courses compared to face-to-face teaching methods only. The findings are in line with the discovery of Krasodomska & Godawska (2021) which showed a significant relationship that is also positive on student achievement. The findings can be summarized that acceptance of pedagogical changes will be more positive if the online strategy is not implemented drastically and well prepared for the transitions.…”

Section: Impact On Implementing Online Accounting Educationsupporting

confidence: 89%

“…Based on the scope of the study, various articles related to the impacts and challenges in implementing the online process of teaching and learning were produced, covering a variety of aspects such as student engagement in online accounting education (Krasodomska & Godawska, 2021;Ali et al, 2020;Malan, 2020), students performance (Heiser & Mcarthur, 2020;McCarthy et al, 2019), factors and effects of online accounting education (Alshurafat et al, 2021), suitability of the tool and applications that have been used (Grabinski et al, 2020;Herrador-Alcaide et al, 2020), teaching practices for accounting education (Brands & Elam, 2017) and pedagogical approach in accounting education (Macias et al, 2021;Braun et al, 2020;Mohammed et al, 2020;Sangster et al, 2020;Skhephe et al, 2020;Richards et al, 2019). These articles discussed on impacts and challenges faced in implementing the online process for teaching and learning related to the accounting education field.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Literature Review on Impact and Challenges in the Implementation of Online Learning among Accounting Teachers and Students

Azmi¹,

Kadir²,

Abdullah³

et al. 2022

IJARBSS

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Teaching and learning utilizing electronic resources has become more prominent. The implementation of online learning in accounting has had an impact and created challenges for students and teachers alike. The purpose of this systematic literature review is to identify the impact and challenges faced by them in implementing online learning of accounting. Surveys on articles were conducted between 2017-2021 using three databases namely ERIC, Mendeley and Scopus. The findings show that online learning had no negative impact on teachers and only shows positive impact in the easy delivery of lessons by teachers. Technology makes the learning process orderly. Positive impact was noted among students too, in terms of improvement in the achievement of the subject and a positive attitude towards it. The negative impact of online learning implementation is that there are students who are stressed because they are less interested in using different learning approaches which slates towards traditional methods. Among the challenges in the implementation of online learning of accounting by students are the lack of technological devices as well as limited access to computers and the internet. While the challenge for teachers lies in the lack of knowledge and skills in executing online learning. Various programmes or workshops need to be designed to enhance skills and improve confidence while implementing online learning of accounting among teachers and students.

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“…These findings occur in students with different academic achievements ( Bradford and Wyatt, 2010 ). However, several studies find no significant differences between genders in online learning outcomes ( Yu and Yu, 2021 ), as well as students’ engagement and performance ( Krasodomska and Godawska, 2020 ), while other studies suggest that gender and academic stance could predict online learning self-efficacy ( Shen et al, 2013 ). In sum, we are not clear how instructional designs affect students of different genders and academic achievements.…”

Section: Introductionmentioning

confidence: 99%

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Ismailov

Chiu

2022

Front. Psychol.

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The Universal Design for Learning (UDL) guidelines were extensively studied to understand inclusive learning and teaching in higher education. However, to date, there have been few studies that approached UDL-based asynchronous university courses from the needs satisfaction perspective in self-determination theory (SDT). To address this gap, researchers designed and implemented two 15-week asynchronous online courses based on UDL. They then tested their effectiveness with college freshmen (N = 225) by adopting a sequential explanatory mixed method. The study aimed to examine (i) whether asynchronous instruction based on UDL catered to inclusion and diversity across gender and academic background and (ii) whether the instructional design supported learner engagement and needs satisfaction. The findings showed that both male and female students as well as Arts and Sciences students equally engaged in the courses and perceived the needs support from the course design. However, the study also found that although universal design supported autonomy and competence, it nonetheless failed to fully satisfy learners’ relatedness needs. The researchers concluded by discussing empirical and theoretical implications.

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E-learning in accounting education: the influence of students’ characteristics on their engagement and performance

Cited by 36 publications

References 52 publications

A Comparison of Students’ Performance during Face-to-Face vs. Open and Distance Learning – Evidence from Diploma in Accountancy Students

A Comparison of Students’ Performance during Face-to-Face vs. Open and Distance Learning – Evidence from Diploma in Accountancy Students

A Systematic Literature Review on Impact and Challenges in the Implementation of Online Learning among Accounting Teachers and Students

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

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