An Investigation on Online Learning for K12 in Rural Areas in China during COVID-19 Pandemic

Abstract

Online learning is the only way for teaching and learning during COVID-19, but little comprehensive research has been done on analyzing the situation of this large-scale online education for K12 in rural areas in China. The purpose of this study is to explore the situation of online learning for K12 in rural areas in China during COVID-19 pandemic. The methods of a questionnaire survey, semi-structured interview and on-site case study were employed. The findings revealed that online learning was very challenged for teachers and students from traditional schools. Most teachers from K12 schools preferred online lecture instead of asynchronous interaction and were very unconfident on the quality of online learning. However, they were more and more interested in online technologies and online learning. The most of them would like to integrate online learning into their teaching after COVID-19 pandemic. The most important finding was the 6 significant changes: (a) Teaching Processes, (b) Learning Methods, (c) Course Organization, (d) The Organization of Teaching Activities, (e) Resource Construction Model, and (f) Governments, Enterprises, and Schools Coordination. The findings imply that the COVID-19 is the power to move conventional schools into virtual space. In some way it is an opportunity to enhance education transformation.