The impact of online delivery on the Financial Accounting III curriculum : a student perspective at Durban University of Technology (DUT)

Abstract

The study aimed to determine whether the current online technological platforms support teaching, learning and assessment of the Financial Accounting III (FA3) module at the Durban University of Technology. The study explored the effectiveness of the emergency change of the Financial Accounting III module curriculum delivery on students’ ability to learn and be assessed. This study also examined the impact of online accounting curriculum delivery on the Financial Accounting III students at Durban University of Technology, Durban. The following questions premised the research. Is the online curriculum effective in supporting all Financial Accounting III students’ learning? What are the challenges experienced by Financial Accounting III students in terms of the change to online curriculum delivery? What must be done to enhance online curriculum delivery to promote students’ learning and performance? The researcher adopted a quantitative method for the study. A census approach allowed the entire population of 800 students completing the Financial Accounting III modules an equal opportunity to participate in this study. The study revealed that 34% of the target population gave feedback on their experience. The target population of Financial Accounting III students were selected due to their experience with both traditional and online pedagogies in their diploma qualifications. This study’s findings revealed that students have adjusted to how they experience teaching, learning and assessments. The study revealed an urgent need to train students and facilitators. Due to the global Covid-19 pandemic, the transition from traditional to online pedagogy took place with very little student and academic training. Interestingly, Financial Accounting III students embraced the pedagogical change. Even though the two technological platforms used during this transition phase of curriculum delivery did not cater for discipline-specific needs, these online platforms were user-friendly and easy to connect with academic staff, tutors, and peers.