Using Self-Grading Mechanisms to Improve the Cognitive Performance of First Year Online Accounting Students

The Chapter Six explores and documents the course instructor’s and students’ journey of transition from contact-based teaching and learning to a new culture of remote teaching and learning. The course facilitator and learners used the Blackboard as the learning management system. Blackboard was the university’s preferred mode of delivery. The course facilitator used the student self-grading mechanisms to enhance their cognitive functioning leading to improved performance. How can transitioning to online teaching and learning of an accounting module for first-year students at a rural university be improved?’ Answers to this question were researched, considering teaching, and learning practice options that made virtual teaching and learning a meaningful educational intervention beyond the COVID-19 lockdown period, of which student self-graded assessment exercises were a major finding.