Online-based pedagogy in teaching and learning has become the order of the day in this era of the COVID-19 outbreak. It became necessary to ensure that the pandemic did not cause a time gap in learning amongst students. Online learning involves the use of virtual platforms in the form of mobile and web applications for teaching and learning. Learning can take place using audio, visual and audio-visual means. Online learning has previously been used as a supplement for face-to-face interaction; however, it became the sole means of teaching during the pandemic and a novel dev elopment. A total of 273 international students across China engaging in online classes during COVID-19 outbreak volunteered to respond to the online questionnaire were involved in this study. The results of the descriptive statistic for the study were presented using charts and line plots. The research revealed the demographic details of the respondents, Wechat as the most prevalent platform used, perceived effectiveness of online classes, and other factors such as interest, engagement, participation, and problems encountered during online teaching among international students in China. The shortcomings that this research has brought to light are expected to enhance better online learning experiences post-COVID 19 in China and other parts of the world.
Charles, H. L., Anandh, G. R., Patricia, T. A., Chia-Shang, J. L., Vishal, P., John, L. G., Paul, E. K., & Jay, A. (2020). Virtual Read-Out: Radiology Education for the 21st Century during the Covid-19 Pandemic. Academic Radiology, 27, 872-881.
Choi, S., & Park, H. W. (2014). Networking Interest and Networked Structure. Social Science Computer Review, 33, 145-162. https://doi.org/10.1177/0894439314527054
Christopoulos, A., Conrad, M., & Shukla, M. (2018). Interaction with Educational Games in Hybrid Virtual Worlds. Journal of Educational Technology Systems, 46, 385-413. https://doi.org/10.1177/0047239518757986
Dai, W. C., Zhang, H. W., Yu, J., Xu, H. J., Chen, H., Luo, S. P., Lin, F. et al. (2020). CT Imaging and Differential Diagnosis of Covid-19. Canadian Association of Radiologists Journal, 71, 195-200. https://doi.org/10.1177/0846537120913033
Deka, M., & Jena, A. K. (2017). Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students. International Journal of Research, 4, 1405-1420.
Dougherty, K. D., & Andercheck, B. (2014). Using Facebook to Engage Learners in a Large Introductory Course. Teaching Sociology, 42, 95-104. https://doi.org/10.1177/0092055X14521022
Eric, R. C. (2020). COVID-19 and Educational Engagement. Journal of Oral and Maxillofacial Surgery.
Espasa, A., Mayordomo, R. M., Guasch, T., & Martinez-Melo, M. (2019). Does the Type of Feedback Channel Used in Online Learning Environments Matter? Students’ Perceptions and Impact on Learning. Active Learning in Higher Education. https://doi.org/10.1177/1469787419891307
Farhan, W., Razmak, J., Demers, S., & Laflamme, S. (2019). E-Learning Systems versus Instructional Communication Tools: Developing and Testing a New e-Learning User Interface from the Perspectives of Teachers and Students. Technology in Society, 59, Article ID: 101192. https://doi.org/10.1016/j.techsoc.2019.101192
Frezghi, T. G., & Tsegay, S. A. (2019). Internationalisation of Higher Education in China: A Critical Analysis. Social Change, 49, 643-658. https://doi.org/10.1177/0049085719886693
Gallagher, T. L., Bennett, S., Keen, D., & Muspratt, S. (2016). Examining Learner Engagement Strategies. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 40, 51-64. https://doi.org/10.1177/0888406416654213
Gong, F., Xiong, Y., Xiao, J., Lin, L., Liu, X., Wang, D., & Li, X. (2020). China’s Local Governments Are Combating COVID-19 with Unprecedented Responses—From a Wenzhou Governance Perspective. Frontiers of Medicine, 14, 220-224. https://doi.org/10.1007/s11684-020-0755-z
Haniya, S., & Paquette, L. (2020). Understanding Learner Participation at Scale: How and Why. E-Learning and Digital Media, 17, 236-252. https://doi.org/10.1177/2042753019900963
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3, 220-227. https://doi.org/10.1177/2372732216655542
Haron, H., Natrah Aziz, N. H., & Harun, A. (2017). A Conceptual Model Participatory Engagement within e-Learning Community. Procedia Computer Science, 116, 242-250. https://doi.org/10.1016/j.procs.2017.10.046
Hayes, S., Jopling, M., Hayes, D., Westwood, A., Tuckett, A., & Barnett, R. (2020). Raising Regional Academic Voices (Alongside Data) in Higher Education Debate. Post Digital Science Education. https://doi.org/10.1007/s42438-020-00131-6
Hew, K. F., & Cheung, W. S. (2014). Introduction. In Using Blended Learning (pp. 1-15). Springer Briefs in Education, Singapore: Springer. https://doi.org/10.1007/978-981-287-089-6
Hill, J., & France, D. (2020). Innovative Pedagogies. In International Encyclopedia of Human Geography (pp. 331-339). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-08-102295-5.10657-2
Hu, A. (2019). Reflections: Starting an Otolaryngology Medical Student Interest Group. Otolaryngology—Head and Neck Surgery, 162, 155-156. https://doi.org/10.1177/0194599819886121
Huaxia (2020). China Focus: Schools Start Online Courses as Epidemic Control Postpones New Semester. Xinhuanet. http://www.xinhuanet.com/english/2020-02/17/c_138792006.htm
Lamia, M., Hafidi, M., & Aouidi, S. (2020). Towards Recommendation Using Learners’ Interest in Social Learning Environment. In M. Ben Ahmed, A. Boudhir, D. Santos, M. El Aroussi, & i. Karas (Eds.), Innovations in Smart Cities Applications Edition 3. SCA 2019 (pp. 183-199). Lecture Notes in Intelligent Transportation and Infrastructure, Cham: Springer. https://doi.org/10.1007/978-3-030-37629-1_15
LaVelle, J. M., Lovato, C., & Stephenson, C. L. (2020). Pedagogical Considerations for the Teaching of Evaluation. Evaluation and Program Planning, 79, Article ID: 101786. https://doi.org/10.1016/j.evalprogplan.2020.101786
Lo, S. R., & Miller, A. L. (2020). Learning Behaviors and School Engagement: Opportunities and Challenges with Technology in the Classroom. In Technology and Adolescent Health: In school and Beyond (pp. 79-113). Cambridge, MA: Academic Press. https://doi.org/10.1016/B978-0-12-817319-0.00004-9
Nakamura, K., Kakusho, K., Shoji, T., & Minoh, M. (2012). Investigation of a Method to Estimate Learners’ Interest Level for Agent-Based Conversational e-Learning. In S. Greco, B. Bouchon-Meunier, G. Coletti, M. Fedrizzi, B. Matarazzo, & R. R. Yager (Eds.), Advances in Computational Intelligence. IPMU 2012 (pp. 425-433). Communications in Computer and Information Science, Vol. 298, Berlin: Springer. https://doi.org/10.1007/978-3-642-31715-6_45
Nakazawa, M., & Ikeda, M. (2011). A Method to Analyze Learners’ Interest Changes with Concept Maps. In T. Theeramunkong, S. Kunifuji, V. Sornlertlamvanich, & C. Nattee (Eds.), Knowledge, Information, and Creativity Support Systems (pp. 144-154). Lecture Notes in Computer Science, Vol. 6746, Berlin: Springer.
Omar, N. D., Hassan, H., & Atan, H. (2012). Student Engagement in Online Learning: Learners Attitude toward e-Mentoring. Procedia—Social and Behavioral Sciences, 67, 464-475. https://doi.org/10.1016/j.sbspro.2012.11.351
Orsolya, K., Marc, N. P., Dan, J. S., Daniel, L. K., David, C. H., John, B. S., Mark, D. G., Biljana, G., Joël, B., Matthias, B., Max, W. A., Samuel, R. C., Ornella, C., Julius, B., Célia, M. D. S., Christian, M., Christine, L., Edna, G., Elisa, W., Giovanni, M., Hae, K. L., Hans-Jürgen, R., Jesús, C., Afarin, R., Susumu, H., Jose, M. M., Joseph, Z., Luca, P., Susanne, W., Naomi, F., & Zsolt, D. (2020). Preventing Problematic Internet Use during the COVID-19 Pandemic: Consensus Guidance. Comprehensive Psychiatry, 100, Article ID: 152180.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2019). Challenges in the Online Component of Blended Learning: A Systematic Review. Computers & Education, 144, Article ID: 103701. https://doi.org/10.1016/j.compedu.2019.103701
Robert, C. C., Guy, T. C., Kaitlin, M. P., Brandon, W. P., Diane, F. H., Adnan, A. A., & Timothy, J. V. (2020). Using Technology to Maintain the Education of Residents during the COVID-19 Pandemic. Journal of Surgical Education, 77, 729-732.
Ruthotto, I., Kreth, Q., Melkers, J., Stevens, J., & Clare, T. (2020). Lurking and Participation in the Virtual Classroom: The Effects of Gender, Race, and Age among Graduate Students in Computer Science. Computers & Education, 151, Article ID: 103854. https://doi.org/10.1016/j.compedu.2020.103854
Sanders-Smith, S. C., Smith-Bonahue, T. M., & Soutullo, O. R. (2016). Practicing Teachers’ Responses to Case Method of Instruction in an Online Graduate Course. Teaching and Teacher Education, 54, 1-11. https://doi.org/10.1016/j.tate.2015.11.015
Sobko, S., Unadkat, D., Adams, J., & Hull, G. (2020). Learning through Collaboration: A Networked Approach to Online Pedagogy. E-Learning and Digital Media, 17, 36-55. https://doi.org/10.1177/2042753019882562
Statista (2019). Number of Foreign Students Studying in China from 2009 to 2018, by Source of Funding. https://www.statista.com/statistics/251213/number-of-foreign-students-studying-in-china-by-source-of-funding
Sun, J. (2016). Multi-Dimensional Alignment between Online Instruction and Course Technology: A Learner-Centered Perspective. Computers & Education, 101, 102-114. https://doi.org/10.1016/j.compedu.2016.06.003
Terry, V. R., Terry, P. C., Moloney, C., & Bowtell, L. (2018). Face-to-Face Instruction Combined with Online Resources Improves Retention of Clinical Skills among Undergraduate Nursing Students. Nurse Education Today, 61, 15-19. https://doi.org/10.1016/j.nedt.2017.10.014
van Rooij, S. W., & Zirkle, K. (2016). Balancing Pedagogy, Student Readiness and Accessibility: A Case Study in Collaborative Online Course Development. The Internet and Higher Education, 28, 1-7. https://doi.org/10.1016/j.iheduc.2015.08.001
Warford, M. K. (2014). Toward a Framework for Evaluating Online Instruction in Higher Education. Journal of Educational Technology Systems, 42, 333-353. https://doi.org/10.2190/ET.42.4.b
Xie, K., Yu, C., & Bradshaw, A. C. (2014). Impacts of Role Assignment and Participation in Asynchronous Discussions in College-Level Online Classes. The Internet and Higher Education, 20, 10-19. https://doi.org/10.1016/j.iheduc.2013.09.003
Yang, R. (2014). China’s Strategy for the Internationalization of Higher Education: An Overview. Frontiers of Education in China, 9, 151-162. https://doi.org/10.1007/BF03397011
Zheng, B., Lin, C.-H., & Kwon, J. B. (2020). The Impact of Learner-, Instructor-, and Course-Level Factors on Online Learning. Computers & Education, 150, Article ID: 103851. https://doi.org/10.1016/j.compedu.2020.103851