E-learning in rural China: Perspectives from online instructors and local teachers in rural elementary schools
Abstract: With a great shortage of teachers in rural China, nowadays Chinese non-profit organizations are building e-learning classes. This qualitative case study examined an e-learning program providing online video-conferencing classes for rural Chinese students. Specifically, this study explored the teaching experiences of six online teachers and local school teachers in the videoconferencing classes at two Chinese rural schools. Data sources included four online observations and six semi-structured interviews with the teachers. Thematic analysis was used to analyze the data. The results showed that the teachers acknowledged the benefits of videoconferencing learning for rural primary students. However, there were challenges such as facilitating synchronous class activities and one-on-one interactions. Findings also suggested that in order to promote collaboration in online teaching, local teachers needed to move beyond the “facilitating” role to help online teachers better understand rural students’ needs.