Özet:

The sudden outbreak of COVID-19 occurred in China at a time when colleges and universities would begin the Spring semester, and the complete lockdown of the entire country made it impossible for campuses to open after the one-month long winter vacation. Under the guidance of the Central Government’s Ministry of Education, which is the highest authority of Chinese educational systems and is the supreme policy maker, all schools, including colleges and universities, moved classes online. Since the move was at such a short-notice and in a less prepared manner, the effectiveness of it remained a concern for administrators, teachers and students as a whole. This paper, using the quantitative and qualitative data provided by a Chinese university survey, aims to analyze the factors commonly used in academic researches to measure the effectiveness of its online classes under such an emergency circumstance, with perceptions of both students and teachers. The paper discusses the issues through its findings, by comparison of teaching vs. learning effectiveness, online vs. face-to-face classrooms. It further explores the solutions to improve online teaching and learning environment, and suggests that after the pandemic is over the online classes shall not be a new normal in Chinese higher education.

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