[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601139-105":59,"doc-detail-601139-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-perceptions-of-large-scale-online-teaching-as-an-epidemic-prevention-and-control-strategy-in-china","Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic Prevention and Control Strategy in China","","The novel coronavirus outbreak in China triggered school closures and a nationwide shift to super large-scale online learning. This study examines teachers’ perceptions, willingness, and experiences with online teaching initiated to support epidemic prevention and maintain instruction. Using an online questionnaire administered from February 20–25, 2020 across 23 regions, it analyzes teachers’ support levels and readiness, including experience with e-learning platforms and the impact of COVID-19–related online teaching training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-perceptions-of-large-scale-online-teaching-as-an-epidemic-prevention-and-control-strategy-in-china/601139/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-perceptions-of-large-scale-online-teaching-as-an-epidemic-prevention-and-control-strategy-in-china/601139.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the large-scale shift to online teaching in China?","Question",{"text":112,"@type":113},"The COVID-19 outbreak led to sudden school closures, and the Ministry of Education required schools to continue education programs by adapting to local conditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teachers generally respond to supporting online teaching?",{"text":117,"@type":113},"Survey results show most teachers expressed support, with 52.12% strongly supporting and 34.75% somewhat supporting the initiative, despite its rapid and makeshift implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about teachers’ preparation and training for online teaching?",{"text":121,"@type":113},"Many teachers lacked prior training skills before the outbreak, but 55.31% received relevant training afterward. Training methods included live broadcasts, online Q&A sessions, TV video, and online courses, and reported improvements were linked to live-streaming and platform application.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601139,1792165404,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic Prevention and Control Strategy in China  \nXiaozhe Yang  \nEast China Normal University  \nKeywords  \nCOVID-19, large scale, online education, teachers in China  \nDate received: 24 March 2020; accepted: 3 April 2020  \nECNU Review of Education 2020, Vol. 3(4) 739–744 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120922244](DOI: 10.1177/2096531120922244)[ ](DOI: 10.1177/2096531120922244)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nThe sudden outbreak of the novel coronavirus disease (COVID-19) in China resulted in the sudden closure of schools, interrupting teaching plans. To prevent the virus from spreading across campuses and ensure the safety of teachers and students, China’s Ministry of Education (MOE) closed all educational facilities. However, the MOE mandated that schools of all types and at all levels“retain the education program despite the suspension of classes” by adapting solutions to local conditions. Consequently, nearly 170 million Chinese primary and secondary school students have been engaged in a super large-scale online learning program from mid-February. This study explores teachers’ responses to and experiences of the online learning initiatives.  \nTo understand the willingness, knowledge, and attitude of primary and secondary school teachers toward online teaching, we conducted a survey using an online questionnaire, with regionally targeted promotion used to attract more respondents. Conducted from February 20 to February 25, 2020, the survey targeted teachers from 23 provinces, municipalities, and regions in China, including Shanghai, Beijing, Hubei, Zhejiang, Henan, Guangdong, and Sichuan. A total of 15,438 valid  \nCorresponding author:  \nXiaozhe Yang, Faculty of Education, Institute of Curriculum and Instruction, East China Normal University, 3663 North Zhongshan Road, Shanghai, China.  \n[Email: worldetyang@gmail.com](Email: worldetyang@gmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nFigure 1. Teachers’ support for online teaching.  \nresponses were collected. Regarding participant gender, 9,534 were male (61.76%) and 5,904 were female (38 .24%) . In terms of teacher type, 2 . 55% were kindergarten teachers, 12 .70% were primary school teachers, 33 . 13% were junior high school teachers, and 51 .62% were senior highschool teachers.  \nTeachers’ willingness to support online learning  \nThis section examines teachers’ willingness to support online teaching as a response to epidemic prevention and control. According to survey results, 52 . 12% of the teachers “strongly support” the initiative, 34.75% “somewhat support” the initiative, 11.02% are “somewhat opposed,” and 2.11% are “strongly opposed”(Figure 1) . Although online teaching programs were hastily implemented and fairly makeshift, the majority of teachers appear willing to work alongside their students and school administrators in ensuring a systematic online learning environment, including investing the necessary effort in training and overcoming difficulties.  \nThis study also investigated teachers’ readiness to deliver online teaching, finding that most teachers already had experience with learning from e-learning platforms. More specifically, 45.22% used online learning platform frequently, while 37 .69% used such platforms ","cbCaimgZBOeWHaXA","https://ap.wps.com/l/cbCaimgZBOeWHaXA","pdf",195569,"English","# Teachers’ willingness to support online teaching\n## Teacher training","[{\"question\":\"What prompted the large-scale shift to online teaching in China?\",\"answer\":\"The COVID-19 outbreak led to sudden school closures, and the Ministry of Education required schools to continue education programs by adapting to local conditions.\"},{\"question\":\"How did teachers generally respond to supporting online teaching?\",\"answer\":\"Survey results show most teachers expressed support, with 52.12% strongly supporting and 34.75% somewhat supporting the initiative, despite its rapid and makeshift implementation.\"},{\"question\":\"What did the study find about teachers’ preparation and training for online teaching?\",\"answer\":\"Many teachers lacked prior training skills before the outbreak, but 55.31% received relevant training afterward. Training methods included live broadcasts, online Q\\u0026A sessions, TV video, and online courses, and reported improvements were linked to live-streaming and platform application.\"}]","Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic Prevention and Control Strategy in China | PDF",1792092054,15]