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Constructing an Online Sustainable Educational Model in COVID-19 Pandemic Environments

Author

Listed:
  • Zhonggen Yu

    (Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing 100083, China)

  • Wei Xu

    (Faculty of Humanities and Social Sciences, City University of Macau, Macau 999078, China)

  • Liheng Yu

    (School of Electronic Engineering, Jiangsu Ocean University, Lianyungang 222005, China)

Abstract

The outbreak of COVID-19 forced billions of learners to stay at home in order to receive online education. The aim of the study is to construct an online sustainable educational model to facilitate this learning approach. This study included 53 peer-reviewed articles for the review study following the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis Protocol (PRISMA-P) and the clustering techniques of VOSviewer. It is concluded that the model consists of online educational platforms, online assessment systems, social media, and digital literacy. With these features, online education could be sustained. However, challenges should also be addressed to sustain online education during the pandemic. Designers, scientists, and teachers should make every effort to increase learning engagement, enhance learning supervision, formulate adequate emergency programs, minimize educational inequalities, solve technical issues, and formulate systematic learning management and organization. The sustainable online educational model may be updated and perfected by including more practical features in the future.

Suggested Citation

  • Zhonggen Yu & Wei Xu & Liheng Yu, 2022. "Constructing an Online Sustainable Educational Model in COVID-19 Pandemic Environments," Sustainability, MDPI, vol. 14(6), pages 1-16, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3598-:d:774539
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    References listed on IDEAS

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    1. João Pedro Azevedo & Amer Hasan & Diana Goldemberg & Koen Geven & Syedah Aroob Iqbal, 0. "Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates," World Bank Research Observer, World Bank Group, vol. 36(1), pages 1-40.
    2. Omar A. Alismaiel, 2021. "Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students," Sustainability, MDPI, vol. 13(24), pages 1-18, December.
    3. Amanda M. Y. Chu & Connie K. W. Liu & Mike K. P. So & Benson S. Y. Lam, 2021. "Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(9), pages 1-16, April.
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    Cited by:

    1. Hayet Kerras & Susana Bautista & Danilo Santos Piñeros Perea & María Dolores de-Miguel Gómez, 2022. "Closing the Digital Gender Gap among Foreign University Students: The Challenges Ahead," Sustainability, MDPI, vol. 14(19), pages 1-28, September.
    2. Md Alamgir Mollah & Jae-Hyeok Choi & Su-Jung Hwang & Jin-Kyo Shin, 2023. "Exploring a Pathway to Sustainable Organizational Performance of South Korea in the Digital Age: The Effect of Digital Leadership on IT Capabilities and Organizational Learning," Sustainability, MDPI, vol. 15(10), pages 1-18, May.
    3. Wei Hu & Xianmin Shen, 2024. "Exploring teacher agency in online foreign language teaching (FLT) during and after the COVID-19 pandemic—a systematic review," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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