Abstract
This is an opinion piece commenting on China’s educational technology (EdTech) response to the coronavirus outbreak of 2020. We first identified the problems and challenges in terms of how teachers’ needs are ignored as China responds to the pandemic. We then provide recommendations on supporting teachers with remote learning design. This paper focuses on remote learning at universities to examine the problems and different challenges in engaging students with remote learning for different university teachers. We thereby imply suggestions for engaging remote learning experiences for all higher education students.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Asterhan, C. S. C., & Schwarz, B. B. (2010). Remote moderation of synchronous e- argumentation. International Journal of Computer-Supported Collaborative Learning, 5(3), 259–282.
Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(3), 297–308.
Carville, S., & Mitchell, D. R. (2000). ‘It’s a bit like Star Trek’: The effectiveness of video conferencing. Innovations in Education and Training International, 37(1), 42–49.
Fetterman, D. M. (1996). Video conferencing on-line: Enhancing communication over the internet. Educational Researcher, 25(4), 23–27.
Finkelstein, J. E. (2006). Learning in real time: Synchronous teaching and learning remote. Jossey-Bass.
Hu, X. P. (2020). Analysis of the advantages and challenges of online teaching in colleges and universities during the COVID-19 epidemic. China Higher Education Research.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
Knox, D. M. (1997). A review of the use of video conferencing for actuarial education—A three-year case study. Distance Education, 18(2), 225–235.
Leeuwen, A. V., Janssen, J., Erkens, G., & Brekelmans, M. (2013). Teacher interventions in a synchronous, co-located CSCL setting: Analyzing focus, means, and temporality. Computers in Human Behavior, 29(4), 1377–1386.
Merrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1996). Reclaiming instructional design (PDF). Educational Technology, 36(5), 5–7. Archived from the original (PDF) on 2012-04-26. Retrieved 2011-11-23.
Sun, N. (2016). Enhancing visibility of distance learners to promote sense of community. Proceedings of the 19th International Conference on Supporting Group Work.
Wei, L. S., & Liu, J. H. (2020). How middle school teachers can realize the conversion from offline to online teaching under the epidemic situation. Advances In Education, 10(3), 297–300.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Association for Educational Communications and Technology (AECT)
About this chapter
Cite this chapter
Zhou, L., Li, N. (2021). Supporting Remote Learning Design at Universities: Lessons from China’s EdTech Response to COVID-19. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Learning: Design, Engagement and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-85078-4_17
Download citation
DOI: https://doi.org/10.1007/978-3-030-85078-4_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-85077-7
Online ISBN: 978-3-030-85078-4
eBook Packages: EducationEducation (R0)