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E-learning in rural China: Perspectives from online instructors and local teachers in rural elementary schools
PROCEEDING

, Indiana University Bloomington, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

With a great shortage of teachers in rural China, nowadays Chinese non-profit organizations are building e-learning classes. This qualitative case study examined an e-learning program providing online video-conferencing classes for rural Chinese students. Specifically, this study explored the teaching experiences of six online teachers and local school teachers in the videoconferencing classes at two Chinese rural schools. Data sources included four online observations and six semi-structured interviews with the teachers. Thematic analysis was used to analyze the data. The results showed that the teachers acknowledged the benefits of videoconferencing learning for rural primary students. However, there were challenges such as facilitating synchronous class activities and one-on-one interactions. Findings also suggested that in order to promote collaboration in online teaching, local teachers needed to move beyond the “facilitating” role to help online teachers better understand rural students’ needs.

Citation

Wang, C. (2019). E-learning in rural China: Perspectives from online instructors and local teachers in rural elementary schools. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1182-1185). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .

Slides