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Abstract
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 development. 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.
Highlights
Online pedagogy among international and indigene students in China became a necessity after the Corona Virus outbreak, which was first reported in Wuhan, Hubei Province, China in December 2019 (Dai et al, 2020; Gong et al, 2020)
Online-based pedagogy in teaching and learning has become the order of the day in this era of the COVID-19 outbreak
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
Summary
Online pedagogy among international and indigene students in China became a necessity after the Corona Virus outbreak, which was first reported in Wuhan, Hubei Province, China in December 2019 (Dai et al, 2020; Gong et al, 2020). It is germane to evaluate online pedagogy among international students since they are mostly from different educational backgrounds, while some could have previously engaged in online learning, others may not. Demographic details such as nationality, current degree, major and province were considered in the study. A previous study by Ruthotto et al (2020) revealed that responses to virtual learning vary based on several factors It is, crucial to evaluate the online pedagogical environment and factors such as learners’ engagement, interest, associated problems and effectiveness as perceived by learners in the course of learning
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