Purpose

The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory.

Design/methodology/approach

An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives.

Findings

Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space.

Practical implications

This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours.

Social implications

Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other.

Originality/value

The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

中文翻译：

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使用数字思维方式和知识技术克服大流行病的策略

目的

本文的目的是讨论在COVID-19锁定期间完全在线教学的要求下，成人建设性发展（ACD）的理论概念。但是，无论他们在这段时间对学生的支持作用如何，对于许多大学教育者来说，答案都是独特的。理解Kegan理论所定义的思维方式，可以增强每个人如何适应变化的环境。

设计/方法/方法

会计学术和教育设计师结合他们的专业知识，并运用“数字思维方式”来指导管理会计部门的重新设计，其中纳入了旨在鼓励学生自力更生却能从多种角度学习的策略。

发现

在教育环境中发生意料之外的变化可能是促使人们对在线教学空间中的教学实践进行重新思考的催化剂。

实际影响

本文提供了一些实用的思维和设计技巧，用于创建交互式的学与教计划，以开发一种积极而支持性的方法，以挑战并促进学生知识，技能和学习行为的认知增长。

社会影响

通过创建交互式，动态的在线课程设计，激发学生的互动能力，教师可以更有效地与学生进行交流，并彼此分享知识和技能。

创意/价值

作者在管理会计三级教学设计的背景下探索了Kegan的ACD框架（1982、1998、2009）。作者以支持和挑战的形式提出了针对每个发展水平的在线策略。