https://orcid.org/0000-0003-3493-3637
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ABSTRACT
Background
Research examining the impact of the COVID-19 pandemic on students’ learning indicates that educational inequities have increased. To strengthen the provision of support for students going forward, and contribute to efforts to reduce inequity, there is a need to deepen understanding of how emergency remote teaching (ERT) is experienced by learners.
Purpose
This study sought to explore the lived experiences of junior secondary students in China during the COVID-19 pandemic through the lens of three different groups: teachers, students and parents. It aimed to investigate how factors around schools, teachers, parents and students might relate to matters of educational equity.
Methods
Participants were eight students with a mean age of 15.5 years, the students’ mothers, and ten teachers from different schools across three different provinces in China. They took part in semi-structured interviews in which they discussed their ERT experiences and perspectives. Interview data were analysed using a qualitative, thematic approach.
Findings
According to the analysis of participants’ perceptions, differences in access to school learning resources, and extent of support and guidance from schools were noteworthy factors in relation to educational equity. In addition to parental support, encouragement and individualised feedback from teachers mattered for students’ wellbeing and their studies. Furthermore, students’ motivation, self-discipline and capacity for self-regulated learning were considered to influence learning outcomes during ERT.
Conclusion
Our study underscores the need to provide additional targeted support to disadvantaged schools and students in times of educational disruption. It also highlights the importance of pedagogical support and guidance for all teachers, parents and students. Such provision might enhance students’ capacity for self-regulated learning, and equip teachers and parents with the skills needed to support children’s learning and wellbeing in challenging circumstances.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Whilst definitions of emergency remote teaching (ERT) vary, it is understood here as ‘a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances’ (Hodges et al. Citation2020, 6).
2. Learning resources refer to any resource, whether in print or digital form, which supports and enhances teaching and learning, including online/open-access resources (UNESCO-IBE, UNESCO Citation2013).
3. The educational gap refers to the difference in learning outcomes among students.
4. The administrative divisions of China consist of several levels of government, including the provincial, prefectural, county, and township levels.
5. In this study, the authors used teachers’ educational background as an indicator. ‘Greater educational opportunities and good quality educational resources’ refers to more teachers with a college education.
6. There are 338 Chinese cities at or above the prefectural level, which are classified into 6 tiers: tier 1, new tier 1, tier 2, tier 3, tier 4, and tier 5. This tier system represents the level of development, with tier-1 cities representing the most developed areas of the country.
7. For a typical three-person household, a yearly income of between 100,000 to 500,000 yuan (figures quoted from the website of the National Bureau of Statistics www.stats.gov.cn [Director of the National Bureau of Statistics Answers Reporters’ Questions on the Performance of the National Economy in 2018; January 21, 2019.]).