ABSTRACT The purpose of this work is two-fold. First, it intends to discuss and reflect on the transition from face-to-face to remote learning in accounting education because of the COVID-19 pandemic. And second, it presents the results of a netnography study conducted at the beginning of the COVID-19 outbreak in Brazil (March and April of 2020). I also provide some personal experiences during these times. In section 2, I provide key technology resources I found helpful for accounting instructors and students. In section 3, I discuss the implications for instructors and students brought by the COVID-19. I especially appreciate the effors that both instructors and students are doing to keep their academic lives going, despite all the adversity. In section 4, I describe a netnography study in which I examined data from a Facebook community of graduate students.. And in section 5, I report closing thoughts.

ABSTRACT This study aimed to investigate the relationship between accounting students’ performance and sociodemographic variables (namely gender, employment, marital status, and ethnicity) in distance education. I collected data from the 2015 National Exam of Students’ Performance, obtaining a final sample of 11,707 observations. Results indicated that male students outperformed female ones. Also, worker students have better performance than their colleagues. Married students obtained better performance than their single colleagues, but no relevant difference was found in comparison to other (divorced, widowed, etc.) students. Regarding ethnicity, white students outperformed other students (black, brown, and others).