hello everyone i'm julion chen from
teamwork university
on behalf of all authors i'm here to
introduce our work
learning from home a mixed methods
analysis of live streaming based remote
education experience in chinese colleges
during the covet 19 pandemic
the covenanting global pandemic and
resulted lockdown
and social distancing policies have
vastly transformed education
bringing the traditional collocated
paradigm to a pure online distance
learning paradigm
as a result live streaming-based
learning has been widely adopted
in formal contexts for various merits
therefore based on related work on the
activity of
education and remote collaboration tools
and the live streaming technologies
we seek to understand user experience
when live streaming is adopted at large
scale in
formal education through the agency of
ls learning
specifically we ask what features do
instructors use
under ls learning and how are they used
how does ls education influence
individual learning experience
how does ls education shape
collaborative learning experience
and influence social relationships
to answer these research questions we
adopt a mixed methods methodology
combining in-depth interviews and a
large-scale survey
to ensure both depth and
generalizability of our study
specifically we interviewed 30 students
and seven instructors from various
chinese universities
and launched a survey covering more than
1 000
instructors and more than 6 000 students
in a leading chinese university
to delve into their learning and
teaching experiences
we investigate how different modalities
are used in ls learning
our results show that audio is the most
frequently used modality
video makes the classes like real
classes but can bring inconvenience as
well
text boxes and the macros enable real
name and
anonymous textual feedbacks quizzes and
and votes allow checking students
attention and the understanding in time
in terms of individual learning
experience we discovered
that students study time is the same or
longer
compared to prior semesters
due to environmental changes
multitasking
interruptions and fatigue students focus
and engagement decreased
speaking of their learning outcomes
their grades and knowledge mastery are
similar as before
but they lack practices
in terms of collaborative learning
experience we discovered that
instructors student relationships are
mostly closer
because ls learning enables more diverse
formats of interactions between
instructors and students however
student student relationships are more
distant and students sense of community
is weaker
because of lower work efficiency and
absence of peers and context
based on these findings we discuss
similarities and differences
between students and instructors
instructors could understand students
dilemmas
and have tried their best to improve the
existing issues
of remote learning however teachers can
be too optimistic about the
extent of influence brought by the
change of the environment
we discuss how ls learning blurs the
boundary of study and life
and try to decouple the results of
learning from home and learning enabled
by live streaming
furthermore we discuss the
implementations implications and
takeaways from our study
we elaborate the appropriate
implementations of ls learning for
different courses
for example it is recommended for
large-scale lectures courses
to allow instructors to share their
audio video and screen
but for students combining text boxes
and the
macros would satisfy their needs
we point out our design implications
suggest
supporting diverse interaction formats
balancing anonymity and real name system
giving stakeholders the right to
activate and deactivate functions and
focus modes
and cover enabling hierarchical role
system peer work and
collaboration as well as recordings and
playbacks
for platforms of the kind we illustrate
the future takeaways of our study
proposing the promising future of hybrid
learning
the possibilities of effective distance
learning and possible directions
such as vr classes to mitigate the
defects
of the current practices
thanks for listening