COVID-19 and Online Teaching: Mainland Chinese Students Encounter Taiwanese Teachers
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| Title: | COVID-19 and Online Teaching: Mainland Chinese Students Encounter Taiwanese Teachers |
|---|---|
| Language: | English |
| Authors: | Yu-Li Wang (ORCID |
| Source: | Compare: A Journal of Comparative and International Education. 2025 55(5):737-756. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Online Courses, Blended Learning, Teacher Attitudes, Barriers, Technology Uses in Education, Foreign Countries, Risk, Privacy, Political Issues, Fear, Censorship, College Faculty, Teacher Evaluation, Cultural Differences, Technological Literacy, Professional Identity, Cultural Awareness |
| Geographic Terms: | Taiwan, China |
| DOI: | 10.1080/03057925.2024.2314018 |
| ISSN: | 0305-7925 1469-3623 |
| Abstract: | The COVID-19 pandemic has transferred university lecture to online teaching around the world. In Taiwan, a blended mode of online teaching, specifically serving overseas mainland Chinese students was applied. Meanwhile, the China factor, which refers to the Chinese government exporting self-censorship to other countries, was amplified during the pandemic, because of their tightening of ideological control. In order to examine the role of China factor in the process of online teaching in Taiwan, concepts such as perceived privacy risk, digital competence, identity disruption, fear of negative evaluation and self-censorship have been integrated with the theoretical framework. An online survey targeting lecturers has been conducted and confirmed the influence of the China factor. Meanwhile, perceived privacy risk and identity disruption positively influenced the level of fear of negative evaluation. Fear of negative evaluation is positively associated with the level of self-censorship. Discussions and implications were developed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476071 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic has transferred university lecture to online teaching around the world. In Taiwan, a blended mode of online teaching, specifically serving overseas mainland Chinese students was applied. Meanwhile, the China factor, which refers to the Chinese government exporting self-censorship to other countries, was amplified during the pandemic, because of their tightening of ideological control. In order to examine the role of China factor in the process of online teaching in Taiwan, concepts such as perceived privacy risk, digital competence, identity disruption, fear of negative evaluation and self-censorship have been integrated with the theoretical framework. An online survey targeting lecturers has been conducted and confirmed the influence of the China factor. Meanwhile, perceived privacy risk and identity disruption positively influenced the level of fear of negative evaluation. Fear of negative evaluation is positively associated with the level of self-censorship. Discussions and implications were developed. |
|---|---|
| ISSN: | 0305-7925 1469-3623 |
| DOI: | 10.1080/03057925.2024.2314018 |
