Policies for effective online education engagement: Perspectives from instructors and learners under the COVID-19 episode

Policies for effective online education engagement: Perspectives from instructors and learners under the COVID-19 episode

• Yan, Yifei London School of Economics
• Vyas, Lina The Education University of Hong Kong

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

• Hong Kong
• London
• Singapore

• 1997.7 onwards

• Post-Secondary Education

How can higher education institutions promote online education effectively? While education technology literature has offered various pedagogical prescriptions, inadequate attention has been paid to the individual-level factors that facilitate or prevent participant engagement, such as their e-readiness, work style, and work-life balance. Using data from a unique online survey of teachers and students in the three sites of Hong Kong, London and Singapore, this paper seeks to explore the ongoing experience of online education under the COVID-19 episode in a comprehensive manner that covers both perspectives of instructors and learners. It seeks to understand what kind of university-level support is available and how they are received by respondents, which offers timely insights as an unprecedented number of universities around the world are being pushed to embrace online education. Preliminary results suggest that while technological support is necessary, it needs to be supplemented by other policy instruments, such as flexible deadline and assessments or wellbeing and distressing advice, so as to help tackle the challenge of balancing teaching/learning with caring responsibilities while working/studying from home. Copyright © 2020 APPAM.

Paper presented at APPAM 42nd Annual Fall Research Conference, online.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/f5f7a5a2

2022-09-06