Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic – Case Studies from Japan and China
Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic – Case Studies from Japan and China
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COVID -19 大流行期间紧急转向在线学习的文化因素
DOI：
10.1007/978-3-030-80504-3_24
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Aipeng Chen
中科院分区：
文献类型：
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作者：
Shudong Wang;Aipeng Chen
Covid-19大流行极大地改变了世界和世界教育。本文回顾了2020年Covid-19大流行期间在两种不同场景下被迫紧急过渡以完成在线学习的情况。这两种不同场景是日本大学和中国高中。这项研究并不是简单地列出这两所学校如何进行在线学习的行动，而是重点关注文化因素在转型中发挥的作用。作者主要调查了两个不同国家的两所学校在制度决策、教师在线指导、学生在线学习行为以及学生家庭参与等方面的文化差异。我们发现了转型过程中反映出来的几个有趣的文化差异：在决策和信息传递方面，电子邮件是日本的主要沟通工具，而社交媒体在中国最受欢迎；在线指导方面，日本大学老师比较让步，中国老师则稍占优势；在在线学习资源方面，日本学生的资源比中国学生少；从在线学习行为来看，日本学生注重在虚拟课堂上自我表露，而中国学生则比较开放；至于家庭角色，中国父母更多地参与孩子的在线学习……由于向技术驱动的教育转型仍在继续，并将在Covid-19大流行之后继续下去，这项研究的结果无疑让我们相信，需要在地方、区域、国家和国际背景下参与在线教学的教育工作者需要认真考虑文化因素的影响。
The Covid-19 Pandemic has greatly changed the world and world education. This paper reviews the forced urgent transition to complete online learning in two different scenarios during the Covid-19 Pandemic in 2020. The two different scenarios are a Japanese university and a Chinese senior high school. Rather than simply listing actions of how online learning was conducted in these two schools, this research focuses on what role the cultural factors played in the transition. The authors primarily investigated the cultural differences in terms of institutional decision making, teachers’ online instructions, students’ online learning behaviors, and the involvement of students’ families between two schools in two different countries. Several interesting cultural differences reflected in the transition were found: as for decision and information delivery, email was the major communication tool in Japan, while social media group was most welcomed in China; as for online instructions, the Japanese university teachers were concessive, while the Chinese teachers were somewhat dominant; As for online learning recourses, Japanese students have less than their Chinese students; As for online learning behavior, Japanese students minded self-disclosure in virtual classes while Chinese students were open; As for family role, Chinese parents were much more heavily involved in their children’s online learning… As the transformation to technology-driven education is still continuing with and will continue after the Covid-19 Pandemic, the findings from this research will leave us in no doubt that educators who need to take part in online teaching in local, regional, national, and international contexts need to seriously consider impact of cultural factors.