Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff

Wu Daguang; Li Wen

doi:10.16382/j.cnki.1000-5560.2020.07.001

Volume 38 Issue 7

Jul. 2020

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2020 > 38(7): 1-30

Wu Daguang, Li Wen. Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(7): 1-30. doi: 10.16382/j.cnki.1000-5560.2020.07.001

Citation:

Wu Daguang, Li Wen. Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(7): 1-30. doi: 10.16382/j.cnki.1000-5560.2020.07.001

Citation:

Wu Daguang, Li Wen. Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(7): 1-30. doi: 10.16382/j.cnki.1000-5560.2020.07.001

PDF( 2495 KB)

Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff

doi: 10.16382/j.cnki.1000-5560.2020.07.001

Wu Daguang^{1, 2},
Li Wen¹

1.
Institute of Education, Xiamen University, Fujian Xiamen, 361005
2.
Institute of Higher Education, Lanzhou University, Gansu Lanzhou, 730000

Available Online: 2020-07-14
Publish Date: 2020-07-14

Abstract

Abstract

In order to fully understand the online teaching of colleges and universities in China during the coronavirus pneumonia epidemic in 2020, the online teaching research group of the Teacher Development Center of Xiamen University launched a questionnaire survey on online teaching. A total of 334 universities, 13,997 teachers and 256,504 students participated in the survey. The survey results show that the first large-scale online teaching in China has achieved or its intended purpose. It is a successful online teaching practice, which has important reference for the construction of colleges and universities in the post-epidemic era and the realization of blended teaching. However, due to the epidemic situation, the current large-scale online teaching, has shown many stage-specific characteristics in teachers’ and students’ preparation, teaching platform support, online services provided by the university, online teaching modes and features, online teaching effectiveness, the main factors affecting online teaching, the problems of online teaching, the challenges faced by teachers and students, and the suggestions for teachers and students to improve their online teaching and learning. In the long run, these staged characteristics leave room for promoting the subsequent teaching reform. Drawing on these phased features, this article proposes five relationships that need to be dealt with correctly from the perspective of education informatization in the post-epidemic era: the relationship between planning and market allocation of online teaching resources, hardware construction and teaching beliefs, fairness and efficiency, the understanding and practice of different subjects, and domestic practice and international experience.
- online teaching,
- stage characteristics,
- university

FullText(HTML)

References(10)

References

[1]	阿尔温•托夫勒. (1985). 未来的冲击. 北京: 中国对外翻译出版公司.
[2]	教育部高等教育司. (2020). 高校在线教育有关情况和下一步工作考虑(2020−05−14). 取自http://www.moe.gov.cn/fbh/live/2020/51987/sfcl/202005/t20200514_454117.html.
[3]	童世骏. (2020). 后疫情中国教育之我见. 基础教育, (3).
[4]	吴岩. (2018). 建设中国“金课”. 《中国大学教学》,(12),4−9.
[5]	厦门大学教师发展中心a. (2020). 疫情期间高校教师线上教学调查报告(2020−04−07). 取自: https://mp.weixin.qq.com/s/oxqPcHxL01MaUBN9CTHNug.
[6]	厦门大学教师发展中心b.（2020）. 疫情期间大学生线上学习调查报告（2020−04−07）. 取自: https://mp.weixin.qq.com/s/SLVv7-fWysewk-jfepNZJQ.
[7]	中华人民共和国教育部. (2020). 介绍疫情期间大中小学在线教育有关情况和下一步工作考虑(2020−05−14). 取自http://www.moe.gov.cn/fbh/live/2020/51987/.
[8]	Bryan, A., Kevin Ashford, R., Noreen Barajas, M., Gregory, D., Jessica, K., Mark, M., Jeffery, P., Ryan, S., and Nicole, W. (2019). NMC Horizon Report: 2019 Higher Education Edition.louisville, CO: EDUCAUSE.
[9]	Fisk, P. (2017). Education 4.0...the future of learning will be dramatically different, in school and throughout life(2020−05−04). Retrieved from http://www.thegeniusworks.com/2017/01/future-education-young-everyone-taught-together.
[10]	Lou, P. (2016). Adaptive Learning Systems: Surviving the Storm(2016−10−17). Retrieved from https://er.educause.edu/articles/2016/10/adaptive-learning-systems-surviving-the-storm.