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K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China

Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, thi...

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Detalles Bibliográficos
Autores principales: Zuo, Mingzhang, Ma, Yunpeng, Hu, Yue, Luo, Heng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Singapore 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8036159/
http://dx.doi.org/10.1007/s11516-021-0001-8
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author Zuo, Mingzhang
Ma, Yunpeng
Hu, Yue
Luo, Heng
author_facet Zuo, Mingzhang
Ma, Yunpeng
Hu, Yue
Luo, Heng
author_sort Zuo, Mingzhang
collection PubMed
description Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, this study investigated K-12 online learning experiences in China based on a large-scale survey (N = 118,589). Leveraging both quantitative and qualitative evidence, this study supported online learning as a flexible alternative to conventional schooling in emergency situations with a discussion of its benefits and limitations, and revealed key findings regarding K-12 students’ online learning pattern, experiences, and engagement, as well as the influencing factors. The research findings can inform the future design and implementation of online learning programs in primary and secondary schools.
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spelling pubmed-80361592021-04-12 K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China Zuo, Mingzhang Ma, Yunpeng Hu, Yue Luo, Heng Front Educ China Research Article Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, this study investigated K-12 online learning experiences in China based on a large-scale survey (N = 118,589). Leveraging both quantitative and qualitative evidence, this study supported online learning as a flexible alternative to conventional schooling in emergency situations with a discussion of its benefits and limitations, and revealed key findings regarding K-12 students’ online learning pattern, experiences, and engagement, as well as the influencing factors. The research findings can inform the future design and implementation of online learning programs in primary and secondary schools. Springer Singapore 2021-04-11 2021 /pmc/articles/PMC8036159/ http://dx.doi.org/10.1007/s11516-021-0001-8 Text en © Higher Education Press and Springer-Verlag GmbH Germany 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Research Article
Zuo, Mingzhang
Ma, Yunpeng
Hu, Yue
Luo, Heng
K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title_full K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title_fullStr K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title_full_unstemmed K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title_short K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China
title_sort k-12 students’ online learning experiences during covid-19: lessons from china
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8036159/
http://dx.doi.org/10.1007/s11516-021-0001-8
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