Online Teaching in China During the Pandemic of COVID-19

Yuebo Li, Siti Hajar Halili, Rafiza Abdul Razak


This study was undertaken to understand the overall impact of China's online education practices at all levels during the COVOD-19 pandemic in 2020. A study of remote learning was an opportunity to better understand the long-term impact and adoption of structural and pedagogical practices in the post-pandemic period. The main research subjects were teachers and administrators in K-12 primary, vocational colleges, and universities. The adult learning Andragogy Model was utilized as a framework for understanding the conditions under which students and faculty learned and taught in a remote learning environment. Statistical analysis of survey data indicated the research subjects had expectations for a change in teaching methods into the future. More research is needed to carry out an in-depth analysis of how to build a model for online education. As a result of this study, it was determined that the continuous evaluation of online education would help in shaping best practices for teaching and learning in a remote environment within China’s educational system.


online education; online teaching; graduate education; COVOD-19 pandemic; lifelong education; Universal Design for Learning (UDL)


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