CURRENT SITUATION INVESTIGATION AND COUNTERMEASURE RESEARCH OF STUDENTS’ ONLINE LEARNING DURING THE EPIDEMIC PERIOD: A CASE STUDY OF ZHEJIANG PROVINCE, CHINA

Authors

  • Yimeng Song Zhejiang International Studies University, Zhejiang, China
  • Jiaying Hu Zhejiang International Studies University, Zhejiang, China
  • Yu Guo Zhejiang International Studies University, Zhejiang, China
  • Man Wu Zhejiang International Studies University, Zhejiang, China
  • Yang Feng Zhejiang International Studies University, Zhejiang, China

DOI:

https://doi.org/10.46827/ejes.v8i4.3672

Keywords:

Zhejiang, China, primary and secondary school and college students, epidemic period, online learning, investigation and analysis

Abstract

A survey of 538 students in 6 primary and secondary schools and colleges in Hangzhou, Ningbo and Jiaxing, Zhejiang Province, China has found: (1) Chinese schools suspended offline teaching in February-May, 2020 due to the novel coronavirus outbreak. All students studied online at home and 93% of them studied 2-7 hours a day online on average. Among all of them, students in primary schools spent least time online and college students spent most time. The science courses in middle school accounted for 46% of total studied courses, English accounted for 17%, and university major courses accounted for 21%. Furthermore, students spent 1-7 hours per day on watching TV and playing video games, and 1-4 hours on homework to review lessons. (2) After the end of the epidemic in China, more than 51% of students are still studying online for 1-4 hours a day, the epidemic situation has made online teaching in China popularized 10-20 years in advance, and students' online learning has become normal. (3) 32% of students like to study online, and they think that online class has the following advantages: numerous high-quality courseware that can be learned at any time anywhere, easy to communicate, save the time to go and from school, high learning efficiency, and online tutoring class charges are cheaper than offline ones. (4) The proportion of students who feel neutral and dislike the online study account for 56% and 9% respectively; they think online learning has the following problems: the online courses provided by schools are boring but they were forced to learn, and also have to clock in, which cannot bring the advantages of online education; the price of online tutoring course is very high; communication is not as easy as offline; the submission and correction of homework is more complicated than offline, and the learning effect is not good; students’ eyesight is decreased rapidly; online examination is not allowed. (5) 21% of parents are very supportive of online teaching, 62% of parents think it is acceptable, 17% of parents do not support or oppose, the reason for opposition is that their children do not have enough self-control, online learning effect is more difficult to ensure, eyesight loss is faster and so on. Therefore, the following countermeasures are put forward: (1) students are ought to be guided to pay attention to online learning; (2) to strengthen the reform of teaching methods, improve courseware quality, control teaching time, and leave students time for notes to ensure recess; (3) reduce video and broadcast courses, advocate live courses, strengthen the communication and interaction between teachers and students; (4) reform to simplify the online homework submission method, explore a reasonable online examination model; (5) strengthens the home-school cooperation, encourages the supervision function of parents, and strengthens the online teaching results.

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Author Biographies

  • Yimeng Song, Zhejiang International Studies University, Zhejiang, China
    Yimeng Song is a student majoring in English education, School of English Studies, Zhejiang International Studies University. Her research interests include TEFL and education studies.
  • Jiaying Hu, Zhejiang International Studies University, Zhejiang, China
    Jiaying Hu is a student majoring in English education, School of English Studies, Zhejiang International Studies University. Her research interests include English education and educational statistics.
  • Yu Guo, Zhejiang International Studies University, Zhejiang, China
    Yu Guo is a student majoring in English education, School of English Studies, Zhejiang International Studies University. His research interests include English education and primary education.
  • Man Wu, Zhejiang International Studies University, Zhejiang, China
    Man Wu is a student majoring in English education, School of English Studies, Zhejiang International Studies University. Her research interests include English education and higher education.
  • Yang Feng, Zhejiang International Studies University, Zhejiang, China
    Yang Feng (PhD) is an assistant professor of English education, project supervisor, School of English Studies, Zhejiang International Studies University. His research interests include TEFL (Teaching English as a Foreign Language) and technology in education.

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Published

2021-04-09

Issue

Vol. 8 No. 4 (2021)

Section

Articles

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