Perspectives of Instructors and Students on Online Chinese Teaching and Learning in 2020: Preliminary Findings

We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample (ntreat = 142, ncontrol = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of edunudges in improving the uptake of online teaching tools.

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Nudge or not, university teachers have mixed feelings about online teaching

Banerjee

Jambrina-Canseco

Brundu-Gonzalez

et al. 2023

Humanit Soc Sci Commun

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A comparative study of perceptions and experiences of online Chinese language learners in China and the United States during the COVID-19 pandemic

Wang

Zhan

Liu

2022

Journal of China Computer-Assisted Language Learning

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This study compared the perceptions and experiences of 173 students studying Chinese as a foreign language in universities online during the COVID-19 pandemic in China and the United States. Controlling students’ previous diversity of Chinese course delivery modes across countries and Chinese language levels, three two-way analysis of covariance (ANCOVA) were conducted to compare differences among three dependent variables: 1) satisfaction towards online classes; 2) self-perceived learning effectiveness online versus onsite; and 3) willingness to take a virtual Chinese course in the future. The results did not find statistical significances regarding students’ satisfaction and willingness across countries and language levels. However, the results found students in the United States (US) viewed online classes as significantly less effective than learning in-person, which was different from the views of students in China. The Pearson correlation analysis indicated that there were positive correlations among these three variables. Pearson chi-squared tests found that, significantly, students in the US preferred to take Chinese courses in-person. Pearson’s chi-squared tests on categories formed from the three open-ended questions highlighted the importance of four factors influencing the success of students’ online classes: technology, emotion and motivation, learning productivity, and teaching presence. Pedagogical recommendations are discussed.

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Perspectives of Instructors and Students on Online Chinese Teaching and Learning in 2020: Preliminary Findings

Cited by 2 publications

References 9 publications

Nudge or not, university teachers have mixed feelings about online teaching

Nudge or not, university teachers have mixed feelings about online teaching

A comparative study of perceptions and experiences of online Chinese language learners in China and the United States during the COVID-19 pandemic

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