Effective online education under COVID-19: perspectives from teachers and students
Effective online education under COVID-19: perspectives from teachers and students
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.
422-439
Yan, Yifei
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Vyas, Lina
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Wu, Alfred M.
cb575dd5-43b9-440e-9fd7-4f0bf4c7e821
Rawat, Stuti
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December 2022
Yan, Yifei
58cf8978-8af4-4efb-ba84-2437ee5fca11
Vyas, Lina
3453df94-ca49-4924-8f18-8124c712835f
Wu, Alfred M.
cb575dd5-43b9-440e-9fd7-4f0bf4c7e821
Rawat, Stuti
c56f2711-1217-4891-a8a4-669e206ecdbc
Yan, Yifei, Vyas, Lina, Wu, Alfred M. and Rawat, Stuti
(2022)
Effective online education under COVID-19: perspectives from teachers and students.
Journal of Public Affairs Education, 28 (4), .
(doi:10.1080/15236803.2022.2110749).
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.
Text
E ective online education under COVID 19 Perspectives from teachers and students
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Accepted/In Press date: 6 December 2022
e-pub ahead of print date: 6 December 2022
Published date: December 2022
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Local EPrints ID: 476001
URI: http://eprints.soton.ac.uk/id/eprint/476001
PURE UUID: 569e4bc3-ba44-4b02-addf-fd0b74dbfbc2
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Date deposited: 04 Apr 2023 16:31
Last modified: 19 Nov 2024 03:10
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Contributors
Author:
Yifei Yan
Author:
Lina Vyas
Author:
Alfred M. Wu
Author:
Stuti Rawat
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