Online Learning in China within the Internet+ Landscape: A Comprehensive Study

Xiaoyu  Zhang; Gemma M. Perey

doi:10.54097/0xkr3q43

Authors

Xiaoyu Zhang
Gemma M. Perey

DOI:

https://doi.org/10.54097/0xkr3q43

Keywords:

distance education, internet+, metacognition, effectiveness, recommendations.

Abstract

This study investigates the evolving landscape of distance education on the Internet+ environment, focusing on its effectiveness and the factors influencing it. Through a mixed research approach, incorporating both quantitative and qualitative analyses, insights were gathered via interviews with students and administrators in the distance learning sector. Findings reveal that students primarily pursue distance education to meet practical career and skill acquisition objectives, while also gaining metacognitive benefits. Nevertheless, limited subjective communication with teachers is a significant concern. Administrators emphasize interdisciplinary teaching teams and resource-sharing platforms. Recommendations include enhancing communication channels, leveraging metacognitive development, facilitating teacher collaboration, conducting comprehensive technical support and evaluation assessments, establishing specialized resource-sharing platforms, supporting professional development, and implementing formative assessment strategies to adapt to evolving educational needs. These recommendations aim to ensure that distance education remains relevant, effective, and student-centered in the dynamic Internet+ environment.

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