ISSN: 2226-6348
Open access
Emergency remote teaching (ERT) has been put into practice as a response to the global education crisis. Open and distance learning (ODL) has become a choice in executing the ERT requirement. Unfortunately, inadequate training, insufficient digital skills knowledge and little preparation have posed new experiences and challenges, especially accounting educators in executing ODL practices. Motivated by this issue, this study aims to explore the experiences and challenges of ERT during COVID-19 pandemic from the perspective of accounting educators. A phenomenography study was employed through an open-ended survey involving 35 educators from a Malaysian public higher institution. The data were analysed qualitatively using NVivo 12. The result indicated that the emergence of sub-themes derived from the experiences in adopting ODL as ERT mechanism consisted of four factors: technology advancement, ubiquitous, pleasant and excitement, and impromptu transition. The study also identified five sub-themes of challenges: lack of technology savvy, quality of students’ assessment, internet access problem, students’ engagement and level of understanding, and social distraction. The outcomes of this study emphasize how challenging this change was for the educators, and how the faculty needs to be mentored for the future as to perceive quality education. It is suggested for future research to explore the experiences and challenges in different settings and regions. Hence, the results may benefit educators, management of higher institutions and society to identify the appropriate assistance to ease ODL practices for each context, region, locality, and country.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13.
Aguguom, T. A., Ademola, A., & Otitolaiye, E. D. (2020). COVID-19 and accounting education in Sub-Sahara Africa. European Journal of Business, Economics and Accountancy, 8(3), 1-11.
Akerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher education research & development, 24(4), 321-334.
Ali, A. (2004). Issues & challenges in implementing e-learning in Malaysia. Retrieved January, 18, 2008. (library.oum.edu.my)
Alshehri, Y. A., Mordhah, N., Alsibiani, S., Alsobhi, S., & Alnazzawi, N. (2020). How the regular teaching converted to fully online teaching in saudi arabia during the coronavirus covid-19. Creative Education, 11(7), 985-996.
Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362-378.
Amzalag, M., Shapira, N., & Dolev, N. (2021). Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions. Journal of Academic Ethics, 1-21.
Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e?learning in developing countries: A critical review of research challenges. The electronic Journal of information systems in developing Countries, 38(1), 1-16.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Colpitts, B. D., Smith, M. D., & McCurrach, D. P. (2020). Enhancing the digital capacity of EFL programs in the age of COVID-19: the ecological perspective in Japanese higher education. Interactive Technology and Smart Education, 18(2), 158-174. https://doi.org/10.1108/ITSE-08-2020-0123
DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362-378.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Dignan, L. (2020). Online learning gets its moment due to COVID-19 pandemic: Here’s how education will change. ZDNet. In: ZDNet.
Douglas, S., & Gammie, E. (2019). An investigation into the development of non-technical skills by undergraduate accounting programmes. Accounting Education, 28(3), 304-332.
Eaton, S. E. (2020). Academic integrity during COVID-19: reflections from the university of calgary. Werklund School of Education Research & Publications, 48(1), 80-85. http://hdl.handle.net/1880/112293
Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2).
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
Gangahagedara, R., Karunarathna, M., Athukorala, W., Subasinghe, S., & Ekanayake, P. (2021). Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka. Education Sciences, 11(10), 579.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-andonline-learning
Jones, D. L. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), 141-150.
Karim, M. A. (2020). WhatsApp, Telegram emerge as efficient platforms for remote teaching. New Straits Times.
https://www.nst.com.my/education/2020/04/587804/whatsapp-telegram-emerge-efficient-platforms-remote-teaching
Lanier, M. M. (2006). Academic integrity and distance learning. Journal of criminal justice education, 17(2), 244-261.
Manfuso, L. (2020). How the remote learning pivot could shape Higher Ed IT. EdTech Magazine.https://edtechmagazine.com/higher/article/2020/04/how-remote-learning-pivot-could-shape-higher-ed-it
Manly, T. S., Leonard, L. N., & Riemenschneider, C. K. (2014). Academic integrity in the information age: Virtues of respect and responsibility. Journal of Business Ethics, 127(3), 579-590.
Marton, F. (1986). Phenomenography—A Research Approach to Investigating Different Understandings of Reality. Journal of Thought, 21(3), 28–49.
http://www.jstor.org/stable/42589189
Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11.
Nasu, V. H. (2020). Remote Learning Under COVID-19 Social Distancing: Discussion, Resources, Implications for Accounting Faculty and Students, and a Netnography Study. Proceedings of the XX USP International Conference in Accounting, São Paulo, Brazil,
Neuman, C., & Rossman, G. (2006). Basics of social research methods qualitative and quantitative approaches. In: Boston: Allyn and Bacon.
Quispe, N. Q., Rosas, N. V., & Andrade-Arenas, L. (2021). Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times. 2021 2nd Sustainable Cities Latin America Conference (SCLA),
Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431-562.
Simonson, M. (2016). Distance Education: Central, Not Separate. Distance Learning, 13(4), 84.
Singh, R., & Awasthi, S. (2020). Updated Comparative Analysis on Video Conferencing Platforms-Zoom, Google Meet, Microsoft Teams, WebEx Teams and GoToMeetings. EasyChair: The World for Scientists, 1-9.
Toquero, C. M. D. (2020). Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 15(1), 185-188.
Valsaraj, B. P., More, B., Biju, S., Payini, V., & Pallath, V. (2021). Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis. Interactive Technology and Smart Education, 18(3), 319-344. https://doi.org/10.1108/ITSE-09-2020-0198
Watty, K. (2014). Generic skills within the accounting curriculum. In the Routledge companion to accounting education (pp. 314-331). Routledge.
Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
Wiley. (2020). Academic integrity in the age of online learning. T. W. Network. https://www.wiley.com/network/featured-content/is-student-cheating-on-the-rise-how -you-can-discourage-it-in-your-classroom#
Yüksel, P., & Yild?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish online journal of qualitative inquiry, 6(1), 1-20.
Zakaria, M., Bustaman, H. A., Manaf, K. A., & Rahman, R. A. (2020). Exploring benefits and challenges of adopting google classroom in the perspective of higher institution’s learners. Test Engineering & Management, 83, 9739-9749.
In-Text Citation: (Ahmad et al., 2022)
To Cite this Article: Ahmad, W. N. W., Hanafi, N. M., Zakaria, M., Mohamed, N., Rosman, M. R. M., & Bujang, I. (2022). Experiences and Challenges in Adopting Emergency Remote Teaching among Accounting Educators. International Journal of Academic Research in Progressive Education and Development. 11(2), 1515 - 1533.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode