As accounting educators during the outbreak of the COVID-19 crisis, we had to tackle unpredicted changes starting from the first half of 2020, by activating innovative tools and ways to comply with the teaching duties and the learning needs of students. In an emergency online educational environment, benefits and risks are still under investigation, as they solicit new issues and opportunities. The object of the chapter is to investigate the impact on students’ engagement of Italian accounting education delivered through the adoption of online technologies. After presenting the theoretical background of the educational theories on students engagement, the chapter introduces a general reflection based on the ANVUR (Italian) National Evaluation Agency of the University System and Research. Afterwards, a qualitative-explorative study based on a survey carried out from May 2020 to March 2021 by addressing a questionnaire to Italian students attending accounting and accountability courses at three universities is presented. The preliminary findings point out the lack of interpersonal relations and the implications on the objectives of engagement and learning. The originality of the chapter rests on the contribution of accounting education and the new technologies debate focusing on the relationship among relational goods, students’ learning engagement and remote learning activities.
In qualità di docenti di contabilità durante lo scoppio della crisi COVID-19, abbiamo dovuto affrontare cambiamenti imprevisti a partire dalla prima metà del 2020, attivando strumenti e modalità innovative per adempiere agli obblighi didattici e alle esigenze di apprendimento degli studenti. In un contesto di emergenza formativa online, benefici e rischi sono tuttora oggetto di studio, in quanto sollevano nuove problematiche e opportunità. L'obiettivo del capitolo è quello di indagare l'impatto sul coinvolgimento degli studenti nella formazione contabile italiana erogata attraverso l'adozione di tecnologie online. Dopo aver presentato il quadro teorico delle teorie pedagogiche sul coinvolgimento degli studenti, il capitolo introduce una riflessione generale basata sui dati dell'ANVUR (Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca). Successivamente, viene presentato uno studio qualitativo-esplorativo basato su un'indagine condotta da maggio 2020 a marzo 2021 tramite un questionario somministrato a studenti italiani iscritti a corsi di contabilità e rendicontazione presso tre università. I risultati preliminari evidenziano la mancanza di relazioni interpersonali e le relative implicazioni sugli obiettivi di coinvolgimento e apprendimento. L'originalità del capitolo risiede nel contributo della formazione contabile e nel dibattito sulle nuove tecnologie, focalizzandosi sulla relazione tra beni relazionali, coinvolgimento degli studenti nell'apprendimento e attività di apprendimento a distanza.
Baldarelli, M.g., Del Baldo, M., Vignini, S. (2025). Pandemics and accounting education-student's perspective. London : ROUTLEDGE [10.4324/9781003331919-13].
Pandemics and accounting education-student's perspective
Baldarelli, MG
Conceptualization
;Vignini, SInvestigation
2025
Abstract
As accounting educators during the outbreak of the COVID-19 crisis, we had to tackle unpredicted changes starting from the first half of 2020, by activating innovative tools and ways to comply with the teaching duties and the learning needs of students. In an emergency online educational environment, benefits and risks are still under investigation, as they solicit new issues and opportunities. The object of the chapter is to investigate the impact on students’ engagement of Italian accounting education delivered through the adoption of online technologies. After presenting the theoretical background of the educational theories on students engagement, the chapter introduces a general reflection based on the ANVUR (Italian) National Evaluation Agency of the University System and Research. Afterwards, a qualitative-explorative study based on a survey carried out from May 2020 to March 2021 by addressing a questionnaire to Italian students attending accounting and accountability courses at three universities is presented. The preliminary findings point out the lack of interpersonal relations and the implications on the objectives of engagement and learning. The originality of the chapter rests on the contribution of accounting education and the new technologies debate focusing on the relationship among relational goods, students’ learning engagement and remote learning activities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
