The purpose of this study is to conduct a survey analysis to investigate the effectiveness of synchronous video teaching after COVID-19 in a case-based accounting class, which includes students’ presentations and discussion unlike traditional accounting classes focusing on journalizing and problem-solving. Synchronous video teaching of the case-based accounting class with Zoom includes pre-class assignments instead of students’ presentations in a face-to-face class. The class begins with the teacher’s explanation of the background of the case, followed by the review of pre-class assignments, additional discussions of the issues involved, and students’ voluntary questions and answers. Quizzes in the LMS(Learning Management System) are used as open book exams for online assessment. The survey result over two semesters shows that 99% of students responded that the case-based accounting class is more effective that traditional accounting classes and 75% of students feel that synchronous video teaching is also effective. The most chosen mode of teaching was synchronous video teaching(48%), followed by face-to-face teaching(31%). Students selected lack of concentration as the most challenge in synchronous video teaching. Most of students(65%) responded class participation should be included in course grading. Students rated learning how accounting is applied in real business as the best, but feeling pressure in class participation as the worst in synchronous video teaching. The survey result indicates that synchronous video teaching is not just a temporary substitute for face-to-face teaching, but a useful teaching method overcoming spatial constraints. Effective synchronous video teaching requires the class design to prepare class participation adequately and teachers’ careful concern for students burdened by class participation.