Yimeng Song, Jiaying Hu, Yu Guo, Man Wu, Yang Feng


A survey of 538 students in 6 primary and secondary schools and colleges in Hangzhou, Ningbo and Jiaxing, Zhejiang Province, China has found: (1) Chinese schools suspended offline teaching in February-May, 2020 due to the novel coronavirus outbreak. All students studied online at home and 93% of them studied 2-7 hours a day online on average. Among all of them, students in primary schools spent least time online and college students spent most time. The science courses in middle school accounted for 46% of total studied courses, English accounted for 17%, and university major courses accounted for 21%. Furthermore, students spent 1-7 hours per day on watching TV and playing video games, and 1-4 hours on homework to review lessons. (2) After the end of the epidemic in China, more than 51% of students are still studying online for 1-4 hours a day, the epidemic situation has made online teaching in China popularized 10-20 years in advance, and students' online learning has become normal. (3) 32% of students like to study online, and they think that online class has the following advantages: numerous high-quality courseware that can be learned at any time anywhere, easy to communicate, save the time to go and from school, high learning efficiency, and online tutoring class charges are cheaper than offline ones. (4) The proportion of students who feel neutral and dislike the online study account for 56% and 9% respectively; they think online learning has the following problems: the online courses provided by schools are boring but they were forced to learn, and also have to clock in, which cannot bring the advantages of online education; the price of online tutoring course is very high; communication is not as easy as offline; the submission and correction of homework is more complicated than offline, and the learning effect is not good; students’ eyesight is decreased rapidly; online examination is not allowed. (5) 21% of parents are very supportive of online teaching, 62% of parents think it is acceptable, 17% of parents do not support or oppose, the reason for opposition is that their children do not have enough self-control, online learning effect is more difficult to ensure, eyesight loss is faster and so on. Therefore, the following countermeasures are put forward: (1) students are ought to be guided to pay attention to online learning; (2) to strengthen the reform of teaching methods, improve courseware quality, control teaching time, and leave students time for notes to ensure recess; (3) reduce video and broadcast courses, advocate live courses, strengthen the communication and interaction between teachers and students; (4) reform to simplify the online homework submission method, explore a reasonable online examination model; (5) strengthens the home-school cooperation, encourages the supervision function of parents, and strengthens the online teaching results.

Article visualizations:

Hit counter


Zhejiang, China; primary and secondary school and college students; epidemic period; online learning; investigation and analysis

Full Text:



Huang, X. (2021). Empirical Study on online teaching in vocational schools during the epidemic. Vocational technology, (01), 13-18.

Li, E., Xu, Y., Pan, Q., Sun, H. (2020). Research and practice of presupposition and generation of online teaching resources for new crown pneumonia epidemic. Journal of Wuhan Polytechnic, 19 (02),14-18.

Lin, Z. (2021). Apply online education platform to realize "no stop of class" under epidemic prevention and control. Secondary School Teaching Reference, (09), 60-67.

Liu, S. (2020). Online Study of Postgraduate Students of X University Based on Ubiquitous Learning Theory. Bohai University.

Lu, Y. (2020). Organization of online teaching platform in the novel coronavirus pneumonia epidemic period: A case study of Special Education Career Academy in Zhejiang. Science Mass (Science Education), (06), 184.

Pan, Y & Yao, Z. (2020). Practice and reflection of online teaching in epidemic period based on "MOOC + Tencent class". Journal of Chuzhou University, 22 (03), 100-109.

Qiu, L. (2020). Select the starting mode of "online teaching" to the teachers who teach online in the period of anti-epidemic. Primary school edition of monthly Teaching Journal (comprehensive), (03), 21-29.

Song N., Zheng, Z., Zhou, Y. (2021). The current situation and development of online teaching in primary and secondary schools in Western China: Based on the perspective of big data analysis. Education and Teaching Research, 35 (02), 49-61.

Zhang, Z. & Shi, M. (2020). Some thoughts on online teaching in colleges and universities. Science and Education Literature, (12), 52-54.

Zhou, M., Li Y., Liu, N. (2021). Online teaching research and practice in Colleges and Universities under the background of epidemic situation. Computer Education, (03), 64-68.



  • There are currently no refbacks.

Copyright (c) 2021 Yimeng Song, Jiaying Hu, Yu Guo, Man Wu, Yang Feng

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).