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This book investigates how schools, enterprises and families in
China have coped with the formal online education in the light of
government policy throughout the COVID-19 epidemic outbreak, with
special focus on the problems they have encountered and possible
solutions. Using grounded theory, over 1000 posts retrieved from
public online forums were analyzed under a 4*4 framework, referring
to four special time nodes (proposal period, exploratory period,
full deployed period, exiting period) and four major subjects
(government, schools, enterprises, families). The book identifies
four main issues faced by massive online education during the
epidemic: platform selection in proposal period, teacher training
in exploratory period, resource integration in full deployed
period, and flexibility of returning to schools in exiting period.
These findings enlighten us with a deeper understanding of the
process of online learning in an educational emergency, helping to
develop best countermeasures in similar situations, as well as to
provide paths to follow for other countries. The book will appeal
to teachers, researchers and school administrators of the online
education and education emergency management, as well as those who
are interested in Chinese education during the COVID-19 outbreak in
general.
This book investigates how schools, enterprises and families in
China have coped with the formal online education in the light of
government policy throughout the COVID-19 epidemic outbreak, with
special focus on the problems they have encountered and possible
solutions. Using grounded theory, over 1000 posts retrieved from
public online forums were analyzed under a 4*4 framework, referring
to four special time nodes (proposal period, exploratory period,
full deployed period, exiting period) and four major subjects
(government, schools, enterprises, families). The book identifies
four main issues faced by massive online education during the
epidemic: platform selection in proposal period, teacher training
in exploratory period, resource integration in full deployed
period, and flexibility of returning to schools in exiting period.
These findings enlighten us with a deeper understanding of the
process of online learning in an educational emergency, helping to
develop best countermeasures in similar situations, as well as to
provide paths to follow for other countries. The book will appeal
to teachers, researchers and school administrators of the online
education and education emergency management, as well as those who
are interested in Chinese education during the COVID-19 outbreak in
general.
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