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Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence
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Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence (2022)Distance learning as emergency remote tea…The Difference between Emergency Remote Teaching and Online Learning (2024)The Difference between Emerge…Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world (2021)Opportunity in an uncertain f…Critical thinking in accounting education: Status and call to action (2021)Critical thinking in accounti…Online learning amid the COVID-19 pandemic: Students perspectives (2020)Online learning amid the COVI…It's 2020: What is Accounting Today? (2020)It's 2020: What is Accounting…Insights into accounting education in a COVID-19 world (2020)Insights into accounting educ…Adapting to COVID-19 disruptions: student engagement in online learning of accounting (2020)Adapting to COVID-19 disrupti…Accounting education in the post-COVID world: looking into the Mirror of Erised (2020)Accounting education in the p…The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012)The Effect of Synchronous and…Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012)Putting student evaluations i…Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning (2009)Virtual Spaces: Employing a S…Effect of Instructor-Personalized Multimedia in the Online Classroom (2009)Effect of Instructor-Personal…New Benchmarks in Higher Education: Student Engagement in Online Learning (2008)New Benchmarks in Higher Educ…Accounting students' perceptions of a virtual learning environment: Springboard or safety net? 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References

  • 2024The Difference between Emergency Remote Teaching and Online Learning6,251 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,353 cited
  • 2020Online learning amid the COVID-19 pandemic: Students perspectives2,205 cited
  • 2005Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness1,348 cited
  • 2009Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning642 cited
  • 2008New Benchmarks in Higher Education: Student Engagement in Online Learning631 cited
  • 2020Insights into accounting education in a COVID-19 world368 cited
  • 2020It's 2020: What is Accounting Today?243 cited
  • 2012The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses127 cited
  • 2021Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world112 cited
  • 2006Accounting students' perceptions of a virtual learning environment: Springboard or safety net?95 cited
  • 2020Adapting to COVID-19 disruptions: student engagement in online learning of accounting92 cited
  • 2021Critical thinking in accounting education: Status and call to action91 cited
  • 2012Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS)

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91 cited
  • 2020Accounting education in the post-COVID world: looking into the Mirror of Erised89 cited
  • 2009Effect of Instructor-Personalized Multimedia in the Online Classroom82 cited
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