Analysis of the Status and Influencing Factors of Online Learning

Jiaju He; Hong Zhao; Fei  Jiang

doi:10.21432/cjlt28246

Authors

Jiaju He Faculty of Education, Beijing Normal University
Hong Zhao Faculty of Education, Beijing Normal University
Fei Jiang Faculty of Education, Beijing Normal University

DOI:

https://doi.org/10.21432/cjlt28246

Keywords:

primary, junior and high school, online learning, suspension of school without suspending learning, influencing factors, k-12

Abstract

During the COVID-19 prevention and control period, large-scale online education was the largest digital transformation practice in education in human history. This study launched a questionnaire survey on primary and high school students. The survey was conducted from four aspects: demographics, online learning preparation, the online learning situations, and online learning experience. This study thoroughly investigated the status and problems of students’ online learning and analysed the characteristics of students’ online learning and the differences amongst grades. The study found that students have high adaptability and continuance intention to online learning.

This study found that students also had some learning difficulties in the process of online learning, mainly manifested by lack of interaction, difficulty in concentration, and lack of learning initiative. There were significant differences among different grades. The overall situation of junior high school students’ online learning is better than that of primary school students and senior high school students.

Author Biographies

Jiaju He, Faculty of Education, Beijing Normal University

Jiaju He, holds a Bachelor of Education and is a postgraduate student of Distance Education in the Faculty of Education at Beijing Normal University, China. His research interests include Internet education, lifelong learning, ICT in education, and learning analytics. He has several educational research internship experiences in educational technology companies.

Hong Zhao, Faculty of Education, Beijing Normal University

Hong Zhao is Associate Professor, Master's Supervisor in the Faculty of Education at Beijing Normal University, China. She is mainly engaged in the study of online learning and cognitive development research, with a focus on the study of learners’ characteristics and ability training.

Fei Jiang, Faculty of Education, Beijing Normal University

Fei Jiang holds a Master of Education from the Faculty of Education at Beijing Normal University, China. Her research interest is teaching and learning in online education. She has published several papers related to online learning and continuing education and has participated in the editing of teaching material.

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