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Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

Author

Listed:
  • Samson Maekele Tsegay

    (School of Education and Social Care, Anglia Ruskin University, Young Street, Cambridge CB1 1PT, UK)

  • Muhammad Azeem Ashraf

    (Educational Science Research Institute, Hunan University, Changsha 410082, China)

  • Shahnaz Perveen

    (Department of Education, The Government Sadiq College Women University Bahawalpur, Bahawalpur 63100, Punjab, Pakistan)

  • Mulugeta Zemuy Zegergish

    (Department of Psychology and Educational Administration, Asmara College of Education, Asmara, Eritrea)

Abstract

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

Suggested Citation

  • Samson Maekele Tsegay & Muhammad Azeem Ashraf & Shahnaz Perveen & Mulugeta Zemuy Zegergish, 2022. "Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University," Sustainability, MDPI, vol. 14(1), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:1:p:568-:d:718143
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    References listed on IDEAS

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    1. Giorgio Di Pietro & Federico Biagi & Patricia Costa & Zbigniew Karpinski & Jacopo Mazza, 2020. "The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets," JRC Research Reports JRC121071, Joint Research Centre.
    2. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
    3. Muhammad Azeem Ashraf & Samson Maekele Tsegay & Yang Meijia, 2021. "Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers," SAGE Open, , vol. 11(3), pages 21582440211, July.
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    Cited by:

    1. Ran Peng & Rafiza Abdul Razak & Siti Hajar Halili, 2023. "Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    2. Zawar Shah & Shannon Kennedy-Clark & Yancong Xie & Md Shamsur Rahim & Mehregan Mahdavi & Andrew Levula, 2022. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    3. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    4. Muhammad Azeem Ashraf & Nadia Shabnam & Samson Maekele Tsegay & Guoqin Huang, 2023. "Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students," IJERPH, MDPI, vol. 20(3), pages 1-14, February.
    5. Lu Wei & Na Liu & Junhua Chen & Jihong Sun, 2022. "Topic Evolution of Chinese COVID-19 Policies Based on Co-Occurrence Clustering Network Analysis," Sustainability, MDPI, vol. 14(4), pages 1-21, February.
    6. Lourdes Vital-López & Raul García-García & Juvenal Rodríguez-Reséndíz & Willfrido Jacobo Paredes-García & Marco Antonio Zamora-Antuñano & Temidayo Oluyomi-Elufisan & Hugo Rodríguez Reséndiz & Ana Ruth, 2022. "The Impacts of COVID-19 on Technological and Polytechnic University Teachers," Sustainability, MDPI, vol. 14(8), pages 1-27, April.
    7. Sanchayan Banerjee & Beatriz Jambrina-Canseco & Benjamin Brundu-Gonzalez & Claire Gordon & Jenni Carr, 2023. "Nudge or not, university teachers have mixed feelings about online teaching," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.

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