COVID-19 and online teaching in higher education: A case study of Peking University
Wei Bao
- Vol. 2, Iss: 2, pp 113-115
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TLDR
In this paper, a case study of Peking University's online education is presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances, concluding with five high impact principles for online education: (a) high relevance between online instructional design and student learning, effective delivery on online instructional information, adequate support provided by faculty and teaching assistants to students; (b) 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.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.read more
Citations
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Remote clinical training practice in the neurology internship during the COVID-19 pandemic.
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Pandemic Preparedness and Techno Stress among Faculty of DAIs in Covid-19
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References
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The Multi-dimensional Structure and Influence Mechanism of Student Academic Involvement in China
TL;DR: The authors defined student involvement as a multidimensional concept, and divided it into three dimensions within Chinese higher education context as follows: rule-oriented involvement, procedural involvement, and independent involvement.