Online teaching and learning have become integral components of modern education, which is a reality strongly underscored by the COVID-19 pandemic. This study examines online teaching and learning in higher education before, during, and after COVID-19 pandemic based on a review of relevant literature. With a specific focus on the difficulties encountered in online teaching and learning in higher education in China, this research adopts a qualitative approach. Semi-structured interviews were conducted to explore these challenges from the perspective of teachers. The findings reveal that the main difficulties reported by participants include uneven access to technology, concerns over instructional quality, issues of cheating and academic integrity, lack of motivation and engagement, and feelings of social isolation among students. Thus, addressing disparities in technology access, ensuring high-quality instruction and academic honesty, enhancing student motivation and participation, and mitigating social isolation are crucial for improving online education in Chinese higher education institutions. By focusing on these areas, universities and policymakers can develop targeted strategies and practical supports for teachers, thereby helping to improve educational outcomes.
Li Jinghan (Wed,) studied this question.
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