COVID-19 and Transition to Online Learning: Evidence from a Sino-Foreign University in China

Autor/inn/en	Sultana, Rakiba; Palaroan, Rosalie
Titel	COVID-19 and Transition to Online Learning: Evidence from a Sino-Foreign University in China
Quelle	In: Journal of Instructional Pedagogies, 28 (2023), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	COVID-19; Pandemics; Distance Education; Electronic Learning; Educational Technology; Foreign Countries; Student Attitudes; College Students; Ethics; Privacy; Social Media; Blended Learning; China + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Ausland; Schülerverhalten; Collegestudent; Ethik; Privatsphäre; Soziale Medien
Abstract	This paper investigates how the COVID-19 pandemic influenced student perceptions of online learning. This study examines how did the COVID-19 pandemic and the first-time transition to online mode of instruction influence Sino-Foreign University student perceptions of online learning in terms of (1) academic dishonesty, (2) privacy and confidentiality, (3) impact of social media on online learning (4) hybrid method and (5) institutional training. In order to judge students' perception of the transition to online learning, this study employed a cross-sectional survey-based design to gauge student perceptions of online learning before, during, and after the transition to remote instruction. This study finds that Sino-foreign University students are more conscious of academic integrity. Social media has a vital role in providing teaching resources, communicating with professors and classmates, and expediting collaboration during the pandemic. A blended learning model might be the best option for a post-COVID-19 environment for higher institutions. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01