Through the COVID-19 to Prospect Online School Learning: Voices of Students from China, Lebanon, and the US

Abstract

Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 pandemic in various contexts, and explain why the impacts are important to student learning and well-being. Semi-structured in-depth interviews were conducted with nine students from China, Lebanon, and the United States to gain direct insight into students’ perceptions of each country. The results showed that the online learning environment provided at the national level, such as social conflicts, and the facilities provided at the individual level, such as information access, increase the educational inequity. High-school students experienced numerous psychological changes and encountered academic cheating issues in the home online-learning environment. We recommend that online school education should make significant improvements in pedagogy, students’ mental health, and learning assessment, and consider factors beyond technology solutions.

A critical analysis of education policy in turbulent times: A comparative study

“…Although the Lebanese Ministry of Education and Higher Education made a request to move to online teaching and learning in March 2020, infrastructure limitations and lack of preparation at all levels had created challenges for schools and educators to suddenly switch to online teaching and learning. ( Xu et al, 2022 : p. 5)…”

“…The devastating blast at the port of Beirut on August 4th 2020, which killed hundreds and displaced more than 300,000 people, compelled the government to resign and caused a state of disarray at the social and political levels. Commenting on the complex situation facing the Lebanese government, Xu et al (2022) wrote: In these circumstances, the government did not and could not prioritize the needs of the education sector. Although the Lebanese Ministry of Education and Higher Education made a request to move to online teaching and learning in March 2020, infrastructure limitations and lack of preparation at all levels had created challenges for schools and educators to suddenly switch to online teaching and learning.…”

The Impacts of COVID-19 on Chinese Students Studying Abroad

“…According to Andrew H. Chen, chief development officer of Holistic Education, plagiarism and cheating frequently occur among Chinese students who have a strong desire to achieve success [15], and occasionally due to the influence of individuals who have cheated or plagiarized. The Chinese Ministry of Education reports that as of 2014, 459,800 Chinese students were studying overseas.…”

Reimagining Pedagogical Practices in Teenage Science Education: A Post-COVID-19 Perspective

“…3a), it can be concluded that American students are more willing to conduct scientific research education on the Internet platform than Chinese students. Chinese students are more likely to choose offline platforms compared to American students, which may be related to the traditional Chinese culture's emphasis on offline education and institutional factors [11]. Chinese students prefer a hybrid mode more than American students, and there is no significant gender difference in the choice of mixed mode.…”