Exploring accounting lecturers’ experiences of adapting teaching, learning and assessment methods after the COVID-19 pandemic

This study examined the evolution of teaching, learning, and assessment (TLA) strategies in accounting education following the COVID-19 pandemic. Fifteen accounting lecturers from South African classroom-based (non-distance) and distance learning universities participated in online semi-structured interviews, sharing their post-COVID TLA experiences. Data were analysed using thematic analysis. Following the COVID-19 pandemic, lecturers at classroom-based universities are more readily considering and employing blended active learning teaching approaches (e.g., flipped classroom, recordings, online polls in class, and key concept videos) for specific topics, indicating an openness to change. Some universities now offer students the choice of attending class in person or online. However, concerns have been raised about the consequences associated with recordings, as well as the social justice implications of using technology-based tools in developing countries. Discussion forums, custom-designed applications, and online consultations are increasingly used to address student queries. While most universities have reverted to in-person invigilated assessments, some smaller assessments, such as essays and projects, have remained online. Distance learning universities noted several amendments to their offering after COVID-19: a more properly planned online learning experience (e.g. through scaffolding), increased active learning, greater access to lecturer and tutor support (e.g. MS Teams consultations), catering for students’ learning preferences by providing various learning mediums, replacing the remaining face-to-face contact sessions with online synchronous sessions and using guest lecturers from practice. While some distance learning universities reverted to in-person invigilated assessments post-COVID-19, some opted for online assessments with proctoring software. The findings share the experiences of accounting lecturers in adjusting their TLA practice in the post-COVID world, thereby informing future TLA approaches. • Lecturers shared TLA adaptations in post-COVID accounting education. • Blended active learning gained traction in classroom-based universities. • Distance learning shifted to more planned, interactive online strategies. • Online tools like forums and MS Teams improved student engagement. • Findings inform future TLA to better prepare graduates for the workplace.