Abstract
The question of effective teaching still lingers since the massive migration by education institutions to online learning in the COVID-19 pandemic.
This study sets to examine the learning experience of first-year students in a transformed first-year accounting subject. Two innovative designs are
interactive problem-based e-learning modules via Guroo platform, and gaming-oriented online quizzes that reward badges and accounting fees.
Drawing upon empathy mapping tool, qualitative analysis of learning reflective essays by 122 students reveals the gains and pains of online learning
to provide practical implications. Students initially felt anxious and noted worries over remote delivery that departed from prior experience of physical
class. Over time, students noted numerous positive experience such as fun, effective practice question and engaging learning. They visualized concise
and attractive content design (animated teacher, performance indicators) and found audio teaching as clear and sustaining their attention. They also
felt driven to study and revise the easy-to-learn materials. The pains of embracing remote learning that requires improvement are increase inclusion of
basic accounting concepts to help students with lack of accounting background. Students requested more interactive type of scenario-based practice
questions as kinesthetic mode coupled with immediate feedback helps to clear learning doubts. In short, the innovative designs not only featured the
VARK learning modes to address multimodal learners in remote teaching but were noted to have created a virtual sense of physical class replicated. Its
success prompt us to rethink the sufficiency of auditory-driven pre-recorded lectures that most adopted to embrace COVID-19 pandemic.
This study sets to examine the learning experience of first-year students in a transformed first-year accounting subject. Two innovative designs are
interactive problem-based e-learning modules via Guroo platform, and gaming-oriented online quizzes that reward badges and accounting fees.
Drawing upon empathy mapping tool, qualitative analysis of learning reflective essays by 122 students reveals the gains and pains of online learning
to provide practical implications. Students initially felt anxious and noted worries over remote delivery that departed from prior experience of physical
class. Over time, students noted numerous positive experience such as fun, effective practice question and engaging learning. They visualized concise
and attractive content design (animated teacher, performance indicators) and found audio teaching as clear and sustaining their attention. They also
felt driven to study and revise the easy-to-learn materials. The pains of embracing remote learning that requires improvement are increase inclusion of
basic accounting concepts to help students with lack of accounting background. Students requested more interactive type of scenario-based practice
questions as kinesthetic mode coupled with immediate feedback helps to clear learning doubts. In short, the innovative designs not only featured the
VARK learning modes to address multimodal learners in remote teaching but were noted to have created a virtual sense of physical class replicated. Its
success prompt us to rethink the sufficiency of auditory-driven pre-recorded lectures that most adopted to embrace COVID-19 pandemic.
| Original language | English |
|---|---|
| Pages | 62 |
| Number of pages | 1 |
| Publication status | Published - 28 Nov 2022 |
| Event | Asian Conference on Education 2022 - Tokyo, Japan Duration: 28 Nov 2022 → 2 Dec 2022 Conference number: 14th https://papers.iafor.org/proceedings/conference-proceedings-ace2022/ (Proceedings) |
Conference
| Conference | Asian Conference on Education 2022 |
|---|---|
| Abbreviated title | ACE 2022 |
| Country/Territory | Japan |
| City | Tokyo |
| Period | 28/11/22 → 2/12/22 |
| Internet address |