Online Teaching at Universities in China: Advancement of Educational Technology or Reality's Helplessness?

Abstract

The transition to online instruction in Chinese universities, similar to other global regions, may be analyzed from various perspectives. It is a progression in educational technology and an essential response to external factors, such as the COVID-19 outbreak. While technological advancements in the classroom have made online learning possible and increasingly efficient, it has shared difficulties. Many schools were unprepared for the sudden shift to online forms brought on by causes such as the pandemic and environmental issues; this manifests "reality's helplessness." This study adopted a qualitative method and in-depth interviews at selected universities to investigate the online teaching method's lack of some social dimensions fundamental to education, demonstrating significant implications for students' academic and personal growth. Therefore, this paper indicated that there is no "either-or" choice, as both points of view are correct. The outcomes from this study showed the advantages and disadvantages of online education to make better choices that expand kids' access to a high-quality education in China.