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追踪中国民众对新冠疫情期间在线教育的看法。

Tracking public opinion about online education over COVID-19 in China.

作者信息

Zhou Mingming, Mou Hao

机构信息

Faculty of Education, University of Macau, Av. Padre Tomas Pereira, Taipa, Macau SAR China.

Guangzhou DataStory Information Technology Co., Ltd, Guangzhou, China.

出版信息

Educ Technol Res Dev. 2022;70(3):1083-1104. doi: 10.1007/s11423-022-10080-5. Epub 2022 Feb 22.

DOI:10.1007/s11423-022-10080-5
PMID:35221629
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8862705/
Abstract

Due to the novel coronavirus disease (COVID-19) outbreak in China, a large number of Chinese students resorted to online learning resources. The increasingly widespread online education enables the investigation of public opinion about this large-scale untraditional mode of learning during this critical period. Sina Weibo Microblogs (the Chinese equivalent of Twitter) related to online education were collected in three distinctive phases: from July 01, 2019 to January 09, 2020 (pre-pandemic); from January 10, 2020 to April 30, 2020 (amid-pandemic); and from May 01, 2020 to Nov 30, 2020 (post-pandemic), respectively. The aim was to obtain broad insight into how online learning was viewed by the public in the Chinese educational landscape. The public opinion during these three periods were analysed and compared. The findings facilitated a better understanding of what the Chinese public perceived about this online learning mode in becoming the dominant channel for teaching and learning during critical periods.

摘要

由于中国爆发新型冠状病毒肺炎（COVID-19）疫情，大量中国学生求助于在线学习资源。日益普及的在线教育使得在这一关键时期能够对公众对这种大规模非传统学习模式的看法进行调查。与在线教育相关的新浪微博（相当于中国的推特）分三个不同阶段收集：2019年7月1日至2020年1月9日（疫情前）；2020年1月10日至2020年4月30日（疫情期间）；以及2020年5月1日至2020年11月30日（疫情后）。目的是深入了解中国教育领域公众对在线学习的看法。对这三个时期的公众舆论进行了分析和比较。这些发现有助于更好地理解中国公众在关键时期将这种在线学习模式视为教学和学习的主要渠道时的认知。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/9ed30e33983a/11423_2022_10080_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/423d54832985/11423_2022_10080_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/d102899f3562/11423_2022_10080_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/902ce1a6396f/11423_2022_10080_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/fbd46da4af6a/11423_2022_10080_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/9feb44ca9e81/11423_2022_10080_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/9ed30e33983a/11423_2022_10080_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/423d54832985/11423_2022_10080_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/d102899f3562/11423_2022_10080_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/902ce1a6396f/11423_2022_10080_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/fbd46da4af6a/11423_2022_10080_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/9feb44ca9e81/11423_2022_10080_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f470/8862705/9ed30e33983a/11423_2022_10080_Fig6_HTML.jpg

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