Text Mining about Online and Offline Education During Coronavirus Pandemic
Abstract
Due to the release of the pandemic policy in China on December 7, 2022, many educational systems switched from frequent online education to offline education. The subjects of previous studies focused on online education during the pandemic, while few studied the contrast between online and offline education, especially the comparison before and after the Chinese pandemic policy. To fill the research gap, the current study aims to explore public opinions about online and offline education under the circumstances. And the data was collected from Weibo in two phases: from June 7, 2022, to December 7, 2022 (6 months before the Chinese pandemic policy) and from December 7, 2022 to June 7, 2023 (6 months after the Chinese pandemic policy). Then the study performed word frequency analysis and topic modeling analysis. The public opinions of various periods and subjects were examined and contrasted. The final findings could contribute to a deeper comprehension of how Chinese citizens feel about online and offline education.
References
- S. R. Febriani, R. Widayanti, M. A. Amrulloh, and N. Mufidah, “Arabic Learning for Elementary School during COVID-19 Emergency in Indonesia,” OKARA: Jurnal Bahasa dan Sastra, vol. 14, no. 1, Art. no. 1, May 2020, doi: 10.19105/ojbs.v14i1.3194.
- P. K. Jena, “Online Learning During Lockdown Period For Covid-19 In India.” SocArXiv, Jun. 22, 2020. doi: 10.31235/osf.io/qu38b.
- W. Zhu, Q. Liu, and X. Hong, “Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China,” Early Child Res Q, vol. 61, pp. 209–219, 2022, doi: 10.1016/j.ecresq.2022.07.004.
- M. Zhou and H. Mou, “Tracking public opinion about online education over COVID-19 in China,” Education Tech Research Dev, vol. 70, no. 3, pp. 1083–1104, Jun. 2022, doi: 10.1007/s11423-022-10080-5.
- Z. Fu et al., “Opinion Mining about Online Education Basing on GDELT and Twitter Data,” in 2020 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT), Dec. 2020, pp. 741–745. doi: 10.1109/WIIAT50758.2020.00114.
- B. A. Swanson and A. Valdois, “Acceptance of online education in China: A reassessment in light of changed circumstances due to the COVID-19 pandemic,” Int J Educ Res Open, vol. 3, p. 100214, 2022, doi: 10.1016/j.ijedro.2022.100214.
- L. Yan, A. Whitelock‐Wainwright, Q. Guan, G. Wen, D. Gašević, and G. Chen, “Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study,” Br J Educ Technol, vol. 52, no. 5, pp. 2038–2057, Sep. 2021, doi: 10.1111/bjet.13102.
- S. M. Tsegay, M. A. Ashraf, S. Perveen, and M. Z. Zegergish, “Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University,” Sustainability, vol. 14, no. 1, p. 568, Jan. 2022, doi: 10.3390/su14010568.
- T. Chen, L. Peng, X. Yin, J. Rong, J. Yang, and G. Cong, “Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic,” Healthcare (Basel), vol. 8, no. 3, p. 200, Jul. 2020, doi: 10.3390/healthcare8030200.
- M. S. Parsa and L. Golab, “Academic Integrity during the COVID-19 Pandemic: a Social Media Mining Study,” Proceedings of The 14th International Conference on Educational Data Mining, 2021.
- J. Geng, S. Xun, J. Yang, and N. Yang, “Online Education and Undergraduates’ Academic Record during the COVID-19 Pandemic in China: Evidence from Large-Scale Data,” Sustainability, vol. 14, no. 21, Art. no. 21, Jan. 2022, doi: 10.3390/su142114070.
- Z. Yin, X. Jiang, S. Lin, and J. Liu, “The impact of online education on carbon emissions in the context of the COVID-19 pandemic – Taking Chinese universities as examples,” Appl Energy, vol. 314, p. 118875, May 2022, doi: 10.1016/j.apenergy.2022.118875.