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Guided by the Ministry of Education, institutions adopted emergency remote teaching at short notice, raising concerns about overall effectiveness for administrators, teachers, and students. Using quantitative and qualitative survey data from a Chinese university, this paper evaluates determinants of effectiveness and compares teaching versus learning, and online versus face-to-face contexts. It also proposes solutions and argues online classes should not become a new normal after the pandemic.",{"@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/the-emergency-online-classes-during-covid-19-pandemic-a-chinese-university-case-study/592890/",{"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/the-emergency-online-classes-during-covid-19-pandemic-a-chinese-university-case-study/592890.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Chinese universities shift to emergency online classes during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"COVID-19 outbreaks coincided with the Spring semester, and nationwide lockdowns prevented campuses from opening. Universities moved classes online under guidance from the Ministry of Education at very short notice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper frame emergency remote teaching versus planned e-learning or distance education?",{"text":117,"@type":113},"It distinguishes emergency remote education as an obligation during a crisis, focused on survival with available resources, while distance education is planned and grounded in specific instructional knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study use to analyze the effectiveness of emergency online classes?",{"text":121,"@type":113},"It relies on quantitative and qualitative data from a university survey, examining perceptions of both students and teachers and analyzing questionnaire factors as determinants.","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},592890,1792160696,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Emergency Online Classes During COVID-19 Pandemic: A Chinese  \nUniversity Case Study  \nWeixin He, John Xiao  \nAbstract: 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.  \nKeywords: COVID-19, emergency remote teaching, emergency online classes, face-to-face classes, factors.  \nIntroduction  \nChina’s landscape of higher education has been changed when coronavirus was spreading, and home quarantine became the rule. As an emergency effort, moving all classes online was unprecedented. In this unprecedented scenario, where teachers and students connected in a virtual environment in a hasty manner while having to deal with mandatory strict stay-at-home quarantine policies with their other family members, it undoubtedly posed challenges to teachers and students to a great extent. Given the features of it, courses offered online in response to this crisis are meaningfully different from wellplanned online learning as a whole. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching ( Bozkurt et al. , 2020, Hodges et al. , 2020) . School administrators must know how effective the online classes were in order to ensure the quality of the curriculum in such a special time. And the most common way of examining the effectiveness was to conduct questionnaires among both teachers and students. This paper aims to analyze a quality report of university-wise emergency online classes conducted by South China Business College in Guangzhou China - a private university affiliated to Guangdong University of Foreign Studies, two weeks after it went online, and to investigate the various factors used in the questionnaire as determinants of the effectiveness of its online classes. The paper also, through its findings, discusses some problems that occurred in the online learning environment, and suggests solutions to improve its future endeavors.  \nLiterature Review  \nTremendous research work has been done on the subjects of e-Learning, online learning, distance education, virtual classrooms, etc. , on the different terminologies of similar subject area and its broad  \nscope. Specific research covering the evaluation of the effectiveness have been plenty. What do the  \nliterature tell us? A handbook edited by Attwell (2006) gave a comprehensive report on evaluating elearning, which found ten main categories of literature (p. 9) .  \nThough e-learning has been a way of curriculum instruction for years, the entire university curricula moving to online environment is unprecedented in higher education. Online classroom vs. traditional face-to-face classroom, the effectiveness, the factors, such as technologic","cbCaioFqBIVzFhws","https://ap.wps.com/l/cbCaioFqBIVzFhws","pdf",414993,16,"English","# Introduction\n## Literature Review\n## Definition\n## Factors and Effectiveness Evaluation\n## Problems and Solutions","[{\"question\":\"Why did Chinese universities shift to emergency online classes during the COVID-19 pandemic?\",\"answer\":\"COVID-19 outbreaks coincided with the Spring semester, and nationwide lockdowns prevented campuses from opening. Universities moved classes online under guidance from the Ministry of Education at very short notice.\"},{\"question\":\"How does the paper frame emergency remote teaching versus planned e-learning or distance education?\",\"answer\":\"It distinguishes emergency remote education as an obligation during a crisis, focused on survival with available resources, while distance education is planned and grounded in specific instructional knowledge.\"},{\"question\":\"What does the study use to analyze the effectiveness of emergency online classes?\",\"answer\":\"It relies on quantitative and qualitative data from a university survey, examining perceptions of both students and teachers and analyzing questionnaire factors as determinants.\"}]","The Emergency Online Classes During COVID-19 Pandemic: A Chinese University Case Study | PDF",1792076108]