BECE. Newsletter 

Vol.6, No.1, 2020 792 

 

 

 

 

Analysis on Effects and Potential Influencing Factors 

of Massive Online Education Practice during the 

COVID-19: A Case of Xiaogan City, Hubei Province 

By Wang, J.X., Cui, Y.P., Yan, Y.T. 

Correspondence to: Wang, J.X. Email: wjxin@mail.ccnu.edu.cn 

N this study, Xiaogan City, Hubei Province was used as the research area 

to explore the effects and potential influencing factors of large-scale online 

education practice of “School is Out, but Class is On” during the COVID-19 

pandemic, trying to form a regular understanding and discovery, and hoping 

to promote the follow-up work and the providing a reference for the future 

development of online education. The research mainly includes four aspects: 

the guidance of education administration departments and leadership, the 

basic status of online teaching and home study, the satisfaction degree of 

students, teachers, and parents; the practical effects of online education, and 

the potential influencing factors. Data collection mainly adopted methods 

such as questionnaire surveys, online classroom observation, online inter-

views, policy text analysis, and case collection. The research results are as 

follow: 

 The basic situation of large-scale online education practice in 

Xiaogan City, Hubei Province: in terms of organizational manage-

ment, there are guaranteed; in terms of platforms and tools, regional 

education cloud platforms are highly used by teachers and students 

in elementary and junior high schools, the types of platforms used in 

high schools are relatively diverse, and the use of tools for primary, 

junior and senior high schools is also showing a diversified trend; 

primary schools and junior high schools make more use of regional, 

provincial, and national platform resources. High schools mainly use 

resources collectively selected and produced by subject groups and 

resources independently produced by teachers; in terms of teaching 

content and teaching methods, the teaching content includes subject 

curriculum and special education. The teaching methods mainly use 

live broadcast, resource packages, recording and broadcasting re-

sources, organization of independent learning and TV programs, etc. 

From the perspective of family-school collaboration, parents mostly 

participate in the student's learning process by paying attention to 

I 



 

Vol.6, No.1, 2020 793 

notifications, companionship and supervised learning and assign-

ments inspection. In terms of satisfaction degree, students in rural 

areas are more satisfied than those in cities, and students in the jun-

ior high school are the most satisfied, the high school students’ satis-

faction degree is the lowest, teachers' satisfaction of online teaching 

is at a medium level, while parents' satisfaction of online teaching is 

relatively high. 

 Practical effects: through the guidance and leading of the education 

administration departments, it has promoted the coordination of mul-

tiple departments, improved the educational governance capacity, 

the construction and application of the online learning space, and 

laid the foundation for integration and innovation; through imple-

mentation and action, the school has promoted the transformation of 

the school's education concept and methods, and clarified the needs 

and goals of smart campus construction and smart education practice; 

through exploration and adaptation, teachers and students actively 

explored and adopt, which promoted the comprehensive develop-

ment of teachers and cultivated students' independent learning abil-

ity and digital literacy; through the support and service, the educa-

tion informatization enterprise has demonstrated the enterprise's re-

sponsibility, improved the brand reputation, and provided an oppor-

tunity for the enterprise to participate in the school education pro-

cess in an all-round way; through cooperation and participation, 

families enrich the content of family-school communication and 

provide opportunities for co-education. 

 Potential influencing factors includes online education concept, 

online education guarantee and supply, teacher-student literacy and 

ability, and family-school co-education. 

Through the above analysis, it is looking forward to providing a refer-

ence for the theoretical research and practical exploration of future online 

education in primary and secondary schools. 

 
Source: e-Education Research, 2020; 41(6):5-12.