COVID‐19 and online teaching in higher education: A case study of Peking University

By W. Bao. Human Behavior and Emerging Technologies, 2020

2,068 citations recorded by the source corpus.

Abstract Starting from the spring of 2020, the outbreak of the COVID‐19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high‐impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high‐quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/9832481067632f6e7fc6ba6ca2a250b3e3f52b35

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Citations in the corpus

The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis (2020, background): “Bao (2020) also stressed the need to provide psychological support to the university community.”
Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective (2020, background): “While studying isolated at home, students may face a lack of self-discipline or an inappropriate learning environment [86], which evokes a feeling of work overload and thus a higher level of stress [36].”
Sustainability Analysis of the E-Learning Education System during Pandemic Period—COVID-19 in Romania (2020, background): “Principles with high impact for online education are (i) high relevance between online training design and student learning, (ii) efficient provision of online training information and active student participation, (iii) adequate assistance provided by teachers to students, and (iv) emergency plan f”
Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context (2020, background): “However, very meager research is done in relation to the field of education on how COVID-19 or even SARS affected the educational system (Bao, 2020; Sintema, 2020; Yan, 2020). stakeholders with an opportunity to continue learning while preventing the spread of the virus.”
College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States (2020, background): “Often discussion boards are also utilized to increase student comprehension and for instructor feedback (Bao, 2020).”
Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic (2020, background): “While there is an increased interest in understanding how universities responded to the pandemic (Bao, 2020; Greene, 2020; Lim, 2020; QS, 2020), there are few studies reflecting on the abrupt switch to online teaching and the significant impact on society and the educational processes is currently…”
The Effectiveness of Online Education during Covid 19 Pandemic—A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania (2021, background): “the amount of speech presented to high school students on key knowledge, using a smaller number of words [46].”
The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes (2021, background): “…have been closed online learning by utilizing platforms in the form of applications, websites, social networks, and learning management systems (Bao, 2020; Basilaia & Kvavadze, 2020; Gunawan et al., 2020) so that an electronic/e-module-based teaching material can be developed with the help of…”
Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China (2020, background): “According to (Bao,2020; UNESCO, 2020), many of these institutions have rushed and established online classes to try to fill the void that is like to last for the rest of the academic year in areas that are adversely affected.”
“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19 (2021, background): “While more research on this topic is surely emergent, so far, academic studies have focused on the experiences of teachers (e.g., Bao, 2020; Ferdig et al., 2020; Johnson et al., 2020; Reich et al., 2020), administrators (e.g., Ferdig et al., 2020; Johnson et al., 2020), or policy makers (e.g.,…”
Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis (2020, result): “Consistent with previous studies (e.g. see Bao, 2020; Henaku, 2020; Entsie, 2020; Wisconsin, 2020; and Baticulon et al., 2020), the participants of this research similarly voiced out unstable internet connectivity as one of the main difficulties they encounter in the practice of remote learning.”
Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students (2021, background): “104 monitor their progress, which means that this model of learning is more focused on the students and offers flexibility in choosing the proper time for their studies (Bao, 2020; Dyrbye et al., 2009).”
Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19 (2020, background): “Many studies recognized the shift towards online learning as forceful, but important for continuing the learning process (Bao, 2020; Halim, Hashim, & Yunus, 2020; Hodges, Moore, Lockee, Trust, & Bond, 2020; Yee, 2013; Zhu, Chen, Avadhanam, Shui, & Zhang, 2020).”