Challenges of learning remotely: Views of pre-service accounting teachers at a South African university

Abstract

With the study reported on we explored the views of pre-service accounting teachers’ challenges at a South African University during the  COVID-19 pandemic. A qualitative research approach supported by the interpretive paradigm was adopted in accordance with the study  focus. A case study design involving both telephonic semi-structured and WhatsApp-based focus-group interviews was used to generate  data. The data contributed to the understanding of the challenges encountered by teacher participants in using online learning platforms  during the pandemic. Twenty participants were purposefully selected for the study. Thematic analysis was employed to  analyse the data. The findings show that pre-service teachers faced some challenges that limited their learning and subsequent grasping  of concepts in accounting while learning off campus due to the COVID-19 lockdown restrictions.