Weny Nurwendari, Yusrizal Yusrizal, Said Musnadi, Muhammad Yunus

Development of Online Video-Based Learning Media as an Alternative for Accounting Education, A Conceptual

Introduction

Development of online video-based learning media as an alternative for accounting education, a conceptual. Explore online video-based learning media as an effective alternative for accounting education. Enhance flexibility, engagement, and learning outcomes in the digital era.

Abstract

Aim. This literature review explores the development of video-based learning media as an alternative to accounting learning through online communication. In the digital era, the use of technology in education is becoming increasingly important, especially when face-to-face learning is not possible. Video-based learning media offer greater flexibility and accessibility, allowing students to learn at their own pace and time. Methods. This study method involves the analysis of various academic sources about the use of video and technology in accounting learning. Results. The results show that video-based learning can improve concept understanding, student engagement, and learning outcomes. Learning videos also allow for a more interactive and engaging presentation of material that can be accessed anytime. Challenges in implementation include the need for technological skills and the quality of infrastructure. Providing sufficient training and technical support and designing videos that align with the curriculum is crucial to address these challenges. Conclusion. This study concludes that online video-based learning media is a viable and effective alternative for accounting education when executed with careful planning and implementation.

Review

This conceptual paper offers a timely and relevant exploration into the development of online video-based learning media as an alternative for accounting education. In an increasingly digital landscape, particularly when traditional face-to-face instruction is constrained, the flexibility and accessibility afforded by video content are paramount. The abstract clearly outlines the study's aim to synthesize existing literature on this topic, positioning it as a foundational review that underscores the importance of technological integration in modern accounting pedagogy. The review highlights several key strengths of video-based learning, noting its potential to significantly enhance concept understanding, student engagement, and overall learning outcomes. The ability for students to learn at their own pace and access material anytime are considerable advantages in fostering a more personalized and interactive learning experience. The abstract effectively summarizes the benefits derived from the analyzed academic sources, presenting a compelling case for the adoption of such media in accounting curricula, focusing on the quality and accessibility of presented material. While the paper adeptly identifies the benefits, it also prudently addresses critical implementation challenges, such as the requisite technological skills for both educators and students, and the necessity of robust infrastructure. The proposed solutions—sufficient training, technical support, and curriculum alignment—are sound and practical. However, as a conceptual literature review, its findings are synthesized from existing research rather than generating new empirical data. Future work could benefit from detailing specific video design principles for complex accounting concepts or presenting case studies of successful implementation, moving beyond the conceptual framework to provide more granular, actionable insights for practitioners.

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