ERIC Number: EJ1407348
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1176-3647
EISSN: EISSN-1436-4522
Available Date: N/A
Inequity Issues in Online Learning of Chinese Cross-Border Students under the COVID-19 Pandemic: A Longitudinal Study at a Macro-Level
Davy Tsz Kit Ng; Xiaoxuan Fang
Educational Technology & Society, v26 n4 p123-135 2023
Due to the varied social inequities, the pandemic has prompted unprecedented attention to the social divides in learning gains via online/blended learning. It has been identified that approximately 27,000 Chinese cross-border students live on the Mainland but attend Hong Kong schools every day. The pandemic has restricted the passage of the Shenzhen-Hong Kong border, and these students suffer greatly as they may still be forced to attend online lessons at home for over two years, even if schools return to face-to-face teaching. This study is a 2-year longitudinal case study with a purposeful sampling of a primary school that has over 70% of Chinese cross-border students. A mixed-methods approach was adopted to examine students' online learning experiences via teachers' interviews. Regarding their learning challenges, 35 students were invited to complete a 5-point Online Self-regulated Learning Questionnaire (OSLQ) and an open-ended opinion survey, which was then triangulated with teachers' feedback. First, this study has identified three major challenges that cross-border students suffer the most in online learning: self-regulation strategies, technical challenges, and social interaction. Second, several teaching strategies have been found to offer additional support (e.g., after-school classes and learning centers in Shenzhen) for cross-border students to sustain their online learning and alleviate their learning challenges. Based on these findings, this study contributes to documenting the learning challenges for cross-border students during the pandemic, which provides insights for other schools to facilitate cross-border education and develop appropriate online learning strategies for cross-border students.
Descriptors: Foreign Countries, Metacognition, Student Attitudes, COVID-19, Pandemics, Online Courses, Blended Learning, Social Differences, Equal Education, Access to Education, Longitudinal Studies, Teacher Attitudes, Place of Residence, Disease Control, Public Policy, Travel, Technological Literacy, Barriers, Elementary School Students, Student Mobility
International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong
Grant or Contract Numbers: N/A
Author Affiliations: N/A