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The COVID-19 pandemic has dramatically changed educational practices due to the intense use of information technology for teaching and learning. That phenomenon presents challenges for lecturers in higher education establishments because student engagement is threatened during online interactions. This study aims to analyze the effectiveness of the SME project for maintaining student engagement during online learning.

The research used a quasi-experimental method involving experimental and control groups. Researchers collect quantitative and qualitative data to obtain comprehensive information. The data were collected using an electronic questionnaire. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.

The research used a quasi-experimental method involving experimental and control groups. Researchers collected quantitative and qualitative data using an electronic questionnaire to obtain comprehensive information. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.

This study provides the educational community with a new insight into optimizing PBL in the online learning environment. Qualified PBL, as practiced by educators, will lead to student engagement, which leads to meaningful learning.

The dynamic of the business environment has escalated the competition and uncertainty, which is challenging business survivability, particularly for small and medium enterprises (SMEs). SMEs attract researchers due to their unique characteristics that have limited resources but great flexibility and adaptability. Furthermore, Collaborative Networks (CNs) have been proposed by business scholars as a critical strategy to gain resilience and antifragility. However, the concept of antifragility and its relation with CNs is still vague in the SME sector. Therefore, this study aims to develop a complete understanding regarding: (1) the emerging knowledge that is critical in explaining antifragility in the business sector based on co-citation and thematic analysis; (2) the relation between resilience and antifragility in emerging business research; (3) the relation between CNs and antifragility in emerging business research and (4) a framework of antifragility in the SME context.

Bibliographic Analysis and Systematic Literature Review are performed to reach the research objectives. We use co-citation and thematic analysis to identify the map of emerging knowledge and the related concepts, which are the fundamentals of antifragility. Furthermore, we use a systematic literature review to determine the relation of antifragility, resilience and CNs in the SME context.

Antifragility is a higher level of survivability compared to resilience. Antifragile SMEs could gain an advantage from the uncertain business environment. However, both in resilience and antifragility, SMEs should become active learners. Furthermore, CNs are proposed as the gateway for SMEs to manage their resource limitations. The conceptual framework of Antifragile SMEs is presented as the theoretical contribution of this manuscript.

This article explains the knowledge structure of antifragility in the business sector, particularly among SMEs. Based on bibliometric data, we describe critical characteristics or mental states entrepreneurs should have when facing uncertainty. Furthermore, we propose a conceptual framework for antifragile SMEs where active learning and positive psychology are the pillars, and CNs are critical ingredients of antifragility in SMEs.

Accounting Education Change Commission reveals that accounting professionals are required to have interpersonal skills. For this reason, higher education requires the dynamics of learning that can foster critical thinking skills, analysis, communication, negotiation, cooperation and argumentation. Therefore, studies in the field of accounting education have led to a project approach to provide students with complex learning experiences to develop various supporting skills in addition to learning outcomes. Interestingly, the methods have its own dilemma with social loafing in groups. Therefore, a lecturer must be able to match it with an appropriate evaluation instrument. The purpose of this paper is to examine the effect of implementing peer evaluations and project-based learning (SMEs project) on improving the interpersonal skills of accounting students.

The population of this research is Accounting students at Medan State University, while the sample is students who are undergoing Cost Accounting courses taken with purposive sampling. The within-sample of field experiment method was conducted in the current study. Furthermore, data analysis was performed using one-way ANOVA analysis assisted by SPSS 19.

The results of this study showed that students had an increase in interpersonal skills in their board, and peer-evaluation design resulted in learning satisfaction and fairness in students.

The results of this study produce practical recommendations for lecturers to innovate their learning activities with actual project design and control group dynamics with accommodative evaluation designs. This study provides new insights in building a comprehensive instructional design, so it can strengthen the concept of instructional and evaluation designs which are integral parts that should match between one another.