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STUDY OF THE SUCCESSFUL EXPERIENCE OF DISTANCE EDUCATION IN CHINA
IN THE ERA OF DIGITALIZATION Ma X.
Ma Xinyu - Graduate student, FACULTY OF PHILOLOGY, DEPARTMENT OF JOURNALISM PEOPLES' FRIENDSHIP UNIVERSITY OF RUSSIA, MOSCOW
Abstract: this article delves into the successful experience of distance education in China amidst the digitalization era. The study explores the innovative strategies and technological advancements that have propelled China to the forefront of remote learning. Examining the key factors contributing to its success, the article sheds light on the integration of digital tools, government initiatives, and adaptive educational models. By analyzing the Chinese approach to distance education, this research aims to provide insights that can inform and inspire global educational practices in the rapidly evolving landscape of digital learning.
Keywords: distance education, digitalization, online learning, educational technology, e-learning, remote education, China, government initiatives, adaptive learning models, technological advancements.
ИЗУЧЕНИЕ УСПЕШНОГО ОПЫТА ДИСТАНЦИОННОГО ОБРАЗОВАНИЯ В КИТАЕ
В ЭРУ ЦИФРОВИЗАЦИИ Ма С.
Ма Синьюй - студент магистратуры, филологический факультет, кафедра: журналистики Российский университет дружбы народов, г. Москва
Аннотация: в данной статье рассматривается успешный опыт дистанционного образования в Китае в эпоху цифровизации. В исследовании рассматриваются инновационные стратегии и технологические достижения, которые вывели Китай на передовые позиции в области дистанционного обучения. Исследуя ключевые факторы, способствующие его успеху, статья проливает свет на интеграцию цифровых инструментов, правительственных инициатив и адаптивных образовательных моделей. Анализируя китайский подход к дистанционному образованию, данное исследование направлено на предоставление данных, которые могут информировать и вдохновлять глобальные образовательные практики в быстро развивающейся среде цифрового обучения.
Ключевые слова: дистанционное образование, цифровизация, онлайн-обучение, образовательные технологии, электронное обучение, дистанционное образование, Китай, государственные инициативы, модели адаптивного обучения, технологические достижения.
The landscape of education is rapidly evolving with the advent of digitalization, and China has emerged as a global leader in harnessing technology for distance education. This article explores the successful experience of China in implementing effective distance education strategies in the digital era. By examining the key components that have contributed to China's success, we can draw valuable insights for shaping future educational models worldwide [1].
Chinese distance education has become a transformative force, reshaping the landscape of learning and knowledge acquisition in the digital age. Its unique and increasingly vital role lies in connecting individuals across diverse geographical locations, transcending barriers of status, time, space, institutions, and nationality.
This educational paradigm offers a plethora of opportunities for people at different levels, enabling them to access knowledge and skills from virtually anywhere. Through expansive educational networks, students can tap into the latest scientific developments emanating from prestigious institutions worldwide. The flexibility inherent in distance education liberates learners from traditional constraints, opening up a vast learning venue accessible to anyone with an internet connection.
One noteworthy aspect is the adaptability of Chinese distance education, which extends beyond the boundaries of formalized programs. While there is a burgeoning population engaged in various Chinese distance education initiatives, there's a growing trend of Chinese students enrolling in foreign programs while remaining in China. This unconventional approach involves leveraging the internet as a medium for learning, even though these programs may not have received formal approval from the Chinese government [3].
This evolution reflects a dynamic and decentralized approach to education, where learners can curate their academic journeys independently. The internet serves as a conduit for knowledge dissemination, democratizing access to information and educational resources. Students are no longer bound by the physical confines of traditional classrooms or the limitations of national borders.
In essence, Chinese distance education embodies a democratization of learning, providing a platform for continuous education and skill development. The fluidity of this approach challenges traditional norms, encouraging a more
inclusive and accessible educational environment. As technology continues to advance, Chinese distance education stands as a testament to the transformative power of connectivity, fostering a global community of learners united by the pursuit of knowledge.
One of the pillars of China's success in distance education lies in its robust digital infrastructure. The country has made significant investments in expanding and strengthening its internet connectivity, ensuring that remote learners have access to high-speed and reliable internet connections. This commitment to digital infrastructure has been instrumental in facilitating seamless online learning experiences for students across the nation.
The number of students in professional courses and online bachelor's programs (millions of people) is presented in Fig. 1.
2019 2020 2021 2022 2023
■ Number of students enrolled in specialized online courses
■ Number of students enrolled in full undergraduate online courses
Fig. 1. The number of students in professional courses and online bachelor's programs (millions ofpeople) [4].
The provided table presents data on the number of students enrolled in specialized online courses and full undergraduate online courses over a five-year period from 2019 to 2023. Analyzing the trends in both categories provides insights into the evolving landscape of online education.
In terms of specialized online courses, there is a consistent upward trend from 2019 to 2023. The number of students enrolled increased from 4.8 million in 2019 to 5.6 million in 2021, indicating a significant growth of 0.8 million over the three-year period. Although there was a slight dip to 5.4 million in 2022, the figures remained relatively stable in 2023. This upward trajectory suggests a growing interest and enrollment in specialized online courses, possibly driven by the increasing availability and diversity of online educational offerings.
Similarly, the data for full undergraduate online courses also shows a positive trend. The number of students enrolled in these comprehensive programs increased from 2.6 million in 2019 to 3.3 million in 2023, reflecting a consistent growth of 0.7 million over the specified period. This indicates a parallel increase in the popularity and acceptance of full undergraduate online courses as a viable and accessible mode of higher education.
Comparing the two categories, it is notable that while specialized online courses experienced a relatively steady growth, full undergraduate online courses demonstrated a more substantial increase in enrollment. This may suggest a broader acceptance of online education for more comprehensive academic pursuits, such as undergraduate degrees [2].
So, the data illustrates a positive trend in both specialized online courses and full undergraduate online courses over the five-year period. The consistent growth in enrollment numbers reflects a shifting paradigm in education, with online platforms gaining greater recognition as viable alternatives for both specialized and comprehensive academic programs.
China's success in distance education is closely tied to proactive government initiatives and policies. The Chinese government has consistently supported the integration of technology in education, providing necessary resources and creating a conducive regulatory environment. This top-down approach has fostered collaboration between educational institutions and technology providers, promoting the development and implementation of innovative digital learning solutions.
China's distance education success is further exemplified by the adoption of adaptive learning models. By leveraging artificial intelligence (AI) and data analytics, educational platforms in China can tailor learning experiences to individual students, addressing their specific needs and learning styles. This personalized approach has proven to enhance student engagement, retention, and overall learning outcomes in the digital education landscape [1].
China's thriving ecosystem of educational technology (EdTech) companies has played a pivotal role in shaping the success of distance education. These companies have developed cutting-edge platforms, interactive content, and immersive technologies that enrich the online learning experience. The collaboration between educational institutions and EdTech firms has facilitated the integration of innovative tools, such as virtual reality (VR) and augmented reality (AR), creating dynamic and engaging virtual classrooms.
Recognizing the importance of educators in the success of distance education, China has prioritized teacher training and professional development programs. Teachers are equipped with the necessary skills to navigate digital platforms, facilitate online discussions, and create engaging multimedia content. This investment in teacher training ensures that educators can effectively leverage technology to deliver high-quality instruction in the digital learning environment. At the end of this article, the following conclusions can be drawn:
The study of China's successful experience in distance education during the era of digitalization offers valuable insights for educators, policymakers, and stakeholders globally. By prioritizing digital infrastructure, implementing supportive government policies, embracing adaptive learning models, collaborating with EdTech companies, and investing in teacher training, China has created a comprehensive and effective framework for distance education. As the world continues to navigate the challenges of education in the digital age, the Chinese experience serves as a beacon for leveraging technology to enhance and democratize learning opportunities.
References / Список литературы
1. Bao Riqin. (2018). The change of teaching and learning in the era of artificial intelligence and the new exploration of Open University 2.0. J. Journal of Distance Education (03),25-33.
2. Chen L., Chen H., Zeng K. Comparison of Two Models of Distance Education for Lifelong Learning in China. Sustainability 2024, 16, 669. https://doi.org/10.3390/su16020669
3. Q. Ding, Z. ZHONG, S. Xiong, S. Guo and S. Liao, "The development of distance education in China," 2020 International Conference on Information Science and Education (ICISE-IE), Sanya, China, 2020, pp. 626-629, doi: 10.1109/ICISE51755.2020.00140.
4. Swanson B.A., Valdois A. Acceptance of online education in China: A reassessment in light of changed circumstances due to the COVID-19 pandemic. Int J Educ Res Open. 2022;3:100214. doi: 10.1016/j.ijedro.2022.100214. Epub 2022 Oct 11. PMID: 36249568; PMCID: PMC9551641.
