After the COVID-19 pandemic, it will be even more important to provide scientific guidance to students by further leveraging the advantages of remote learning, especially in terms of collaboration and flexibility. This study employs a quantitative research method, analyzing the experiences of middle school students in Tianjin, China. A questionnaire featuring Likert scales and closed-ended questions was used to ensure consistent and measurable responses. The data was then evaluated using descriptive statistics and t-tests. The results show that students show high flexibility and willingness to collaborate in remote learning, and they generally appreciate the flexibility of remote learning in terms of time management, teacher contact, and learning content. but they have difficulties in task coordination, expressing opinions, and maintaining enthusiasm for group work. In addition, students need better guidance in collaborative learning to improve these interactions. Future research should focus on how to improve communication skills and improve task allocation to guide students to reasonably use the advantages of collaboration in remote learning, to help educators solve the problems found in this study and to improve the learning outcomes of remote education.
Adnan, M., & Anwar, K. (2020). Online learning amid the CoVlD-19pandemic: Students' perspectives. Journal ofPedagogical Sociology andPsychology,2(1),45-51.
Arshad, A. (2018). Use of Twitter, online forum and blog for collaborative learning among ESL undergraduates learners. Masters thesis, Universiti Putra Malaysia.
Bergamin, P. B., Ziska, S., Werlen, E., & Siegenthaler, E. (2012). The relationship between flexible and self-regulated learning in open and distance universities. International Review of Research in Open and Distributed Learning, 13(2), 101-123.
Chunjin, C., & Hong, W. (2013). The impact of blended learning and online learning on students’ learning outcomes: a meta-analysis of 47 experiments and quasi-experiments. Open Education Research (02), 69-78.
Chen, J., Liu, H., & Liu, Y. (2024). Analysis of the current status, hotspots, and trends in online education research in China from 2013 to 2023. Heilongjiang Science, (07), 56-59.
Chen, Y., Wen, X., & Luo, Y. (2021). A study on the current situation of university live teaching from the perspective of learning experience. *Journal of Gannan Normal University*, 42(6), 114-119.
Ebohon, O. (2021). Factors influencing students’ behavior and attitude towards online education during COVID-19. *Sustainability, 13*(13), 16-17.
Li, H., & Wang, W. (2018). Intelligent adaptive learning models supported by artificial intelligence. *China Educational Technology*, (12), 88-95+112.
Li, S., & Long, B. (2023). Issues and solutions of home-school co-education: Based on the perspective of the third space. *Contemporary Education Science*, (5), 31-39.
Li, X. R., Liang, H. W., Feng, J. Y., Xiao, J. P., & Peng, W. F. (2021). Design of personalized learning resource recommendation system in online education platform. *Computer Technology and Development, 31*(02), 143-149.
Lu, L. (2021). Study on the effectiveness of online education in ethnic areas based on balanced educational development: A case study of middle schools in Aba Prefecture. *Modern Business Trade Industry, 42*(30), 21-23.
Flynn, P., Hatan, M., Salman, A., Gelidan, A. G. (2021). Perceptions of Saudi Plastic Surgery Residents and Attendings of Online Education during the COVID-19 Pandemic[J]. Plastic and Reconstructive Surgery - Global Open,2021,9(6):78-79
Tang, X. J. (2022). Research on the evaluation system of students' knowledge review literacy on online education platforms. *Microcomputer Applications, 38*(02), 39-41.
Aiping, W., & Nan, L., (2023). Analysis of influencing factors and optimization paths of middle school online teaching under the background of "Internet +". Chinese Journal of Multimedia and Network Teaching (Later Issue) (12), 37-39.
Jiayu, W., Sheng, C., Zhiqin, Z., & Lei, C. (2020). Implementation paradigm and practical exploration of "complete cloud" middle school online courses. Teaching and Management (16), 25-28.
Wang, D. (2021). Diagnosing the "Double Reduction" policy and building an online education information security system. *Modern Distance Education Research, 33*(05), 3-13+25.
Xu, M., & Jin, B. N. (2022). Difficulties and countermeasures in the development of online education in China under the epidemic situation. *Journal of Anhui Open University, 2022*(01), 22-25.
Yang, H. (2019). From online courses to smart classrooms: Research on the development process and connotation of online education. *Journal of Hubei Open Vocational College, 34*(16), 160-162.
Zhang, G. (2021). Research on the comprehensive quality evaluation of middle school students in the context of online education. *Teaching and Management, 2021*(27), 122-124.
Zhang, Y., & Zhou, Y. (2020). How online teaching moves toward a new normal in the post-pandemic era: A micro-perspective based on the integration of concepts and technology. China Education Policy Review, (00), 96-112.
(Li, & Razali, 2024)
Li, J., & Razali, F. (2024). Challenges and Opportunities in Remote Learning: A Study on Collaboration and Flexibility in Chinese Middle Schools. International Journal of Academic Research in Business and Social Sciences, 14(8), 2188–2203.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
