Accounting Learners’ Readiness for Virtual Classroom Learning In the Eastern Cape, South Africa: Lessons Learnt From the Literature

Proceedings of ‏The 2nd world conference on Future of Education

Year: 2020

DOI: https://www.doi.org/10.33422/2nd.wcfeducation.2020.09.182

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Accounting Learners’ Readiness for Virtual Classroom Learning In the Eastern Cape, South Africa: Lessons Learnt From the Literature

Melikhaya Skhephe, Christabel Dudu Mantlana2, and Berington Zanoxolo Gobingca

ABSTRACT: 

The point of departure of this article was to investigate Accounting learners’ readiness for virtual classroom instruction. To this end, the authors employed a desktop review method aimed at orientating themselves in respect of the topic under investigation. For the purposes of this investigation, the articles which the authors selected for their literature review were delimited in that they had to cover the period 2006–2020. The review primarily focused on learners’ e-readiness in terms of virtual classroom instruction. Google Scholar was the only database used to search for articles related to e-readiness, it is possible that other sources may expand on the data reflected here. The authors’ aims were twofold: to establish the readiness of Accounting learners for virtual classroom instruction, and to determine which strategies can be used to improve the readiness of those learners for virtual classroom instruction. The findings revealed that Accounting learners in the Eastern Cape province of South Africa are not yet ready for virtual classrooms. Another finding was that, prior to the implementation of virtual classrooms, little proper consultation is being undertaken. The recommendations made here, are that network providers and other stakeholders need to ensure that connectivity is prioritised, in order to bring about and promote virtual classrooms, and that learners be adequately prepared for this novel approach to learning.

Keywords: learner readiness, network, teacher readiness, virtual classroom.