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Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

Qing, L; Diamantidaki, F; (2020) Evaluating Mandarin language students’ online experience during Covid-19: A case study from London. Reevaluating the role of innovation in education: a living social process , 2 (2) pp. 56-79. 10.34097/jeicom-2-dec2020-4. Green open access

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Abstract

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacherstudent interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

Type: Article
Title: Evaluating Mandarin language students’ online experience during Covid-19: A case study from London
Open access status: An open access version is available from UCL Discovery
DOI: 10.34097/jeicom-2-dec2020-4
Publisher version: http://dx.doi.org/10.34097/jeicom-2-dec2020-4
Language: English
Additional information: This article is published under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Keywords: online learning experience, interactions, cognitive presence, social presence, teaching presence
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10118317
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