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Mind the gap: the reality of remote learning during COVID-19

Author

Listed:
  • Sarah Osborne
  • Kate Hogarth

Abstract

Purpose - Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of planning, separated the university community and shifted tertiary education to remote learning. This created a triangulated expectations–performance gap as to what could be reasonably implemented to support student learning, support educators and provide a continued sense of community. The purpose of this paper is to consider how educators could implement strategies to close the expectations gap created by COVID-19 remote learning. Design/methodology/approach - The authors consider the expectations gap through pre-COVID-19 pedagogical strategies and teaching methods, then outline how we modified them into COVID-19 teaching approaches and designs. Findings - The authors found that although expectations differ between university administration, students and faculty staff, there are a number of paths educators can take to close the expectations gap, facilitate interaction and engagement while gently encouraging self-driven student learning in a difficult time. Originality/value - The practical exemplars identify steps educators can take as support mechanisms for student learners to embrace and take control of their own education in the remote learning environment and convey the importance of maintaining a sense of belonging. This creates an improved teaching environment for educators and an enhanced learning environment for students.

Suggested Citation

  • Sarah Osborne & Kate Hogarth, 2021. "Mind the gap: the reality of remote learning during COVID-19," Accounting Research Journal, Emerald Group Publishing Limited, vol. 34(3), pages 323-334, February.
  • Handle: RePEc:eme:arjpps:arj-09-2020-0303
    DOI: 10.1108/ARJ-09-2020-0303
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    Citations

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    Cited by:

    1. Meredith Tharapos & Konrad Peszynski & Kwok Hung Lau & Margaret Heffernan & Gillian Vesty & Aida Ghalebeigi, 2023. "Effective teaching, student engagement and student satisfaction during the Covid‐19 pandemic: Evidence from business students' qualitative survey evaluations," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 63(3), pages 3173-3192, September.
    2. Arfaoui, Feten & Kammoun, Ines, 2023. "Did accounting education remain resistant to digitalization during COVID-19? An exploratory study in the Tunisian context," Journal of Accounting Education, Elsevier, vol. 65(C).
    3. Mardini, Ghassan H. & Mah'd, Osama A., 2022. "Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence," Journal of Accounting Education, Elsevier, vol. 61(C).

    More about this item

    Keywords

    Tertiary education; COVID-19; Remote learning; I23; I24; N37; P46;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • N37 - Economic History - - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy - - - Africa; Oceania
    • P46 - Political Economy and Comparative Economic Systems - - Other Economic Systems - - - Consumer Economics; Health; Education and Training; Welfare, Income, Wealth, and Poverty

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