“Universities were profoundly disrupted by the global COVID-19 pandemic. The rapid move to online learning changed the way we taught and challenged students' motivation to learn,” Dr Esin Ozdil explains.
Students were motivated to engage with online learning due to a range of reasons including incentives, social approval and their commitment to learning.
While many students faced initial challenges, the research team found that some welcomed the increased flexibility and autonomy that online learning offered.
Others raised concerns about technological access, the absence of networking opportunities with students and teachers, and their ability to engage deeply with complex accounting topics.
“Our study shows that accounting students demonstrated great resilience and adaptability during a time of significant disruption,” Dr Ozdil says.
“Blended and online learning modes are now part of the higher education landscape."
"As we move forward, it’s essential to consider how we might best support student motivation, particularly in disciplines like accounting, where professional accreditation requires students to develop specific competencies, and where employers expect graduates to be job ready.”
