Hadrian Geri Djajadikerta, Terri Trireksani, Tricia Ong, Saiyidi Mat Roni, Soheil Kazemian, Junru Zhang, Abd Halim Mohd Noor, Shafinar Ismail, Mohamad Azmi Nias Ahmad, Zubir Azhar, Amirul Shah Md Shahbudin, Agus Fredy Maradona, Heri Yanto, Indah Fajarini Sri Wahyuningrum
This study analyses and presents accounting academics’ experiences in six universities in Australia, Malaysia, and Indonesia to adapt to the swift change to the remote virtual classroom delivery model forced by the COVID-19 pandemic, while also gaining valuable lessons from this unique situation. In this study, autoethnography’s basic principles were used. The main results suggest that the universities’ combined current information and communication technologies, learning management systems, blended learning experiences, training, and supports, although not without hitches, were able to accommodate the shift to a remote virtual classroom model quite effectively. However, the move to fully online assessment has been conceded to likely increase the embedded risk of student cheating. The availability of reliable internet connection for students is also crucial in ensuring access equality and effective remote virtual classroom delivery. © 2021 Australasian Accounting Business and Finance Journal and Authors.
School of Business and Law, Edith Cowan University, Australia; Murdoch Business School, Murdoch University, Australia; Universiti Teknologi MARA, Melaka, Malaysia; Universiti Teknologi MARA, Faculty of Accounting, Pahang, Malaysia; Universiti Sains Malaysia, School of Management, Penang, Malaysia; Universitas Pendidikan Nasional, Denpasar, Indonesia; Universitas Negeri Semarang, Faculty of Economics, Semarang, Indonesia
