Effective Online Education under COVID-19: Perspectives from Teachers and Students

Autor/inn/en	Yan, Yifei; Vyas, Lina; Wu, Alfred M.; Rawat, Stuti
Titel	Effective Online Education under COVID-19: Perspectives from Teachers and Students
Quelle	In: Journal of Public Affairs Education, 28 (2022) 4, S.422-439 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yan, Yifei) ORCID (Vyas, Lina) ORCID (Wu, Alfred M.) ORCID (Rawat, Stuti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2022.2110749
Schlagwörter	Instructional Effectiveness; Distance Education; Electronic Learning; COVID-19; Pandemics; Teacher Attitudes; Student Attitudes; Foreign Countries; College Students; College Faculty; Positive Attitudes; Work Life Expectancy; Gender Differences; Public Affairs Education; Hong Kong + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Schülerverhalten; Ausland; Collegestudent; Fakultät; Geschlechterkonflikt; Hongkong
Abstract	Making online education effective and engaging has been a policy priority in the higher education (HE) sector since the COVID-19 pandemic arose in 2020. Based on an online survey and qualitative interviews, we examine experiences of HE students and teachers in Hong Kong, and provide recommendations that can enable countries/economies to leverage on the good practices of online education to rejuvenate HE in the post-COVID era. We find a need for greater institutional support beyond its current availability. Students' perception of online education is less optimistic than what such labeling as "digital natives" suggests. However, with time, online education is being viewed more positively. Teachers find their online education workload to be higher. More female teachers cite difficulties in balancing work and life, while older teachers report more technological difficulties. Since many respondents come from public affairs programs, which emphasize interaction in the classroom, the findings suggest that a rethinking of pedagogical strategies of public affairs education is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01