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dc.contributor.authorPerera, Ahesha
dc.contributor.authorRainsbury, Liz
dc.contributor.authorBandara, Saman
dc.date.accessioned2022-02-17T21:06:53Z
dc.date.available2022-02-17T21:06:53Z
dc.date.issued2021-08-16
dc.identifier.issn1030-9616
dc.identifier.urihttps://hdl.handle.net/10652/5557
dc.description.abstractPURPOSE The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand. DESIGN/METHODOLOGY/APPROACH The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence. FINDINGS The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning. RESEARCH LIMITATIONS/IMPLICATIONS This reflection is based on the experiences of three academic staff in one tertiary organisation. PRACTICAL IMPLICATIONS The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning. SOCIAL IMPLICATIONS The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19. ORIGINALITY / VALUE This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literatureen_NZ
dc.language.isoenen_NZ
dc.publisherEmerald Publishingen_NZ
dc.relation.urihttps://www.emerald.com/insight/content/doi/10.1108/ARJ-09-2020-0294/full/htmlen_NZ
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectMount Albert (Auckland, N.Z.)en_NZ
dc.subjectAuckland (N.Z.)en_NZ
dc.subjectNew Zealanden_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectaccounting educationen_NZ
dc.subjectonline learningen_NZ
dc.subjectonline learningen_NZ
dc.subjectCOVID-19 Pandemic, 2020-en_NZ
dc.titleFace-to-face delivery this week; online the next: a reflectionen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2022-02-11T13:30:20Z
dc.rights.holder© Liz Rainsbury, Ahesha Perera.en_NZ
dc.identifier.doidoi:org/10.1108/ARJ-09-2020-0294en_NZ
dc.subject.marsden390405 Educational technology and computingen_NZ
dc.subject.marsden390103 Economics, business and management curriculum and pedagogyen_NZ
dc.subject.marsden350199 Accounting, auditing and accountability not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationPerera, A., Rainsbury, L., & Bandara, S. (2021). Face-to-face delivery this week; online the next: a reflection. Accounting Research Journal, 34(3), 270-278. doi:https://doi.org/10.1108/ARJ-09-2020-0294en_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage9en_NZ
unitec.publication.volume34en_NZ
unitec.publication.issue3en_NZ
unitec.publication.titleAccounting Research Journalen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationUniversity of Kelaniya (Sri Lanka)en_NZ
unitec.identifier.roms66677en_NZ
unitec.identifier.roms68157
unitec.identifier.roms67979
unitec.publication.placeBingly, United Kingdomen_NZ
unitec.institution.studyareaEducationen_NZ


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