China Survey Report on High Schools' Online Learning Status During the Pandemic

Abstract

We examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers provides comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys of different grades and comparative analysis of different cohorts reflect the group heterogeneity of the online learning effect. The findings reveal the situation of emergency teaching in China during the pandemic and provides targeted suggestions for school education following the resumption of classes.

The effect of students’ readiness and achievement in online learning integrates problem-based learning pedagogy during the COVID-19 pandemic

“…Under the PBL instruction, students accumulate knowledge, deepen the learning effect, and improve their academic performance. This conclusion rejected the thought of Guo et al (2022), adding interest in long-run communication, the humanization of network software reflects its advantages. Discussion groups and network resources are integrated under social constructivism, and better cohesion in the classroom atmosphere means the whole class is active.…”

“…According to the poll, students' grades have dramatically declined, and online instruction during the COVID-19 response has had a particularly severe effect on students' achievement in science-related courses (Guo et al, 2022). WeChat calls, online Q&A, and live online instruction were also discovered to be well-liked supplemental teaching methods.…”

EFL High School Students’ Satisfaction in Online Learning and Expectations Towards Blended Learning: An Investigation

“…The studies indicated that students experienced positive outcomes and that learning had a positive impact on their academic performance (Basith et al, 2020;Ngo et al, 2021). It can be predicted that online learning allows students to learn on their own and encourages self-discipline (Dastidar, 2021;Guo et al, 2022).…”

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“…-отсутствие навыков к самообучению (почти у половины (46,95%) всех опрошенных старшеклассников значительно снизилась успеваемость, в то время как 34,68% сохранили стабильные результаты, а 18,36% отметили улучшение (Guo et al, 2022); -использование цифровых устройств привело к возможности нанесения вреда здоровью (в первую очередь зрению); -отсутствие компьютеров и интернета в сельской местности ограничило доступ учеников к образованию (как показывают последние статистические данные, количество китайских домохозяйств с доступом в интернет составляет лишь 47,4%).…”