Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland

IF 2.5 Q2 BUSINESS, FINANCE

Accounting Education Pub Date : 2023-05-13 DOI:10.1080/09639284.2023.2211565

Antti Miihkinen

{"title":"Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland","authors":"Antti Miihkinen","doi":"10.1080/09639284.2023.2211565","DOIUrl":null,"url":null,"abstract":"ABSTRACT\n This study examines business students’ learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students’ responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students’ opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students’ learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students’ learning and assessment in these circumstances.","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"32 1","pages":"538 - 562"},"PeriodicalIF":2.5000,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounting Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09639284.2023.2211565","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"BUSINESS, FINANCE","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT This study examines business students’ learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students’ responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students’ opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students’ learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students’ learning and assessment in these circumstances.

查看原文本刊更多论文

2019冠状病毒病疫情背景下商科学生的学习与评估:来自芬兰的实证证据

摘要本研究调查了新冠肺炎疫情期间，芬兰一所知名大学商科学生在远程教学下的学习和评估情况。采用调查方法收集了336名商科学生的信息，其中包括42名会计专业学生。从学生的回答中可以看出，大多数学生成功地评估和自我调节了他们的学习，但也有相当一部分学生未能完成这项任务。学生们对有监督的电子考试给出了很多积极的反馈，比如安排效率、提高注意力和减轻压力。学生们还报告说，在这些考试中，监控问题的数量很少。此外，研究结果提供了证据，表明一些学生看到了监控课程的问题威胁到他们大学学位价值的风险。然而，大约一半的学生不想增加监控。会计专业学生的意见和其他商科学生的意见基本一致。本研究通过展示在非正常条件下影响学生远程教学学习的关键因素，对文献做出了贡献。此外，它还展示了如何使用建构主义学习模型来解释学生在这种情况下的学习和评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Accounting Education BUSINESS, FINANCE-

CiteScore

8.00

自引率

21.90%

发文量

期刊介绍： Now included in the Emerging Sources Citation Index (ESCI)! Accounting Education is a peer-reviewed international journal devoted to publishing research-based papers on key aspects of accounting education and training of relevance to practitioners, academics, trainers, students and professional bodies, particularly papers dealing with the effectiveness of accounting education or training. It acts as a forum for the exchange of ideas, experiences, opinions and research results relating to the preparation of students for careers in all walks of life for which accounting knowledge and understanding is relevant. In particular, for those whose present or future careers are in any of the following: business (for-profit and not-for-profit), public accounting, managerial accounting, financial management, corporate accounting, controllership, treasury management, financial analysis, internal auditing, and accounting in government and other non-commercial organizations, as well as continuing professional development on the part of accounting practitioners.