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A Mixed-Method Investigation of the Best Practices of Online Education in Southwestern China at Four Public Universities by Yu Hao

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A Mixed-Method Investigation of the Best Practices of Online Education in Southwestern China at Four Public Universities by Yu Hao Lindenwood University Digital Commons@Lindenwood University Dissertations Theses & Dissertations Spring 4-2020 A Mixed-Method Investigation of the Best Practices of Online Education in Southwestern China at Four Public Universities by Yu Hao Yu Hao Follow this and additional works at: https://digitalcommons.lindenwood.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons A Mixed-Method Investigation of the Best Practices of Online Education in Southwestern China at Four Public Universities by Yu Hao A Dissertation Submitted to the Education Faculty of Lindenwood University in partial fulfillment of the requirements for the degree of Doctor of Education School of Education A Mixed-Method Investigation of the Best Practices of Online Education in Southwestern China at Four Public Universities by Yu Hao This dissertation has been approved in partial fulfillment of the requirements for the degree of Doctor of Education at Lindenwood University by the School of Education Declaration of Originality I do hereby declare and attest to the fact that this is an original study based solely upon my own scholarly work here at Lindenwood University and that I have not submitted it for any other college or university course or degree here or elsewhere. Full Legal Name: Yu Hao ii Acknowledgments All thanks and glory to God for His amazing grace and blessing, in granting me this opportunity, time, and material to pursue this study. I am truly grateful for the guidance and support from professors, staff members, participants, friends, and family. To Dr. Jason D. Lively and Dr. Yu Gu for leading in this topic and conducting data, and to Prof. Elizabeth Killingbeck Pratte for her constant feedback, guidance, and kindness. I also want to thank Dr. John D. Long and Dr. Ryan Guffey for introducing me to the Lindenwood University EdD program. I am thankful that I was able to complete my BFA, MA, and EdD at Lindenwood University. I would like to thank all of my professors throughout that journey. Moreover, I would like to thank Lindenwood University’s Writing Center and Student and Academic Support Services (SASS) tutors, Molly Hamilton, Victoria Lane, Ellie Martin, and other tutors for their support and time in assisting me during my writing journey. I would like to recognize and thank all participants in this study for their time and dedication to the online education development in Yunnan province. The educators, administrations, and students’ willingness to cooperate and share their perceptions and perspectives on this topic are greatly appreciated. None of this would be possible without my friends and family. I am truly thankful for Pastor James Chi and Lynn Chang Chi as well as Jay Chi and Niki Wu Chi for leading me in the faith and spiritual growth, and many church friends for their continuous prayer and support. I thank my parents for showing me the importance of education and supporting me throughout all my pursuits in life. Of course, I want to i extend my deepest appreciation and love towards ever-supportive wife Yawen Hsiao, my children Noah, Hannah, and Jeremy. All the success and joy in my life is because of you. ii Abstract The purpose of this mixed-method study was to discover the best practices of online education in Southwestern China in order to improve the quality of online education in the region. The Chinese overall higher education online courses and programs are continuously expanding (Chou & Lu, 2013). However, the Chinese southwest region’s online education was still in its initial stages, which lacks research and reports regarding regional online education development. This study is innovative research essential to assist in online education development in Southwestern China. The researcher conducted this study at four universities that reflected the local culture. According to Baghdad (2011), Jackson and Helms (2008), and Merrill (2003), online education needs the involvement of stakeholders, including faculty, staff members, administrators, and students. The researcher used quantitative and qualitative methods to evaluate the perceptions of existing online education from faculty, staff members, school administrators, and students, due to a lack of related research existing in the region. This mixed-method investigation of online education investigated online education stakeholders’ perceptions to determine the level of development of online education in the region. The researcher also referred to the existing literature and combined practices with online learning experiences in the United States to make best practice recommendations for online education in Southwestern China. The researcher collected a significant amount of online survey data and interview responses, and the research results were valid and reliable. The results from the four universities were reliable, and the suggestions for online education in this research are generalizable in Southwestern China iii and other frontier areas worldwide that have minorities, lower-income, and insufficient online resources. Keywords: Online education, Southwestern China, Higher Education, Initial Stage, Online Resource Insufficient iv Abbreviations EM Ethnic Minority HE Higher Education HEI Higher Education Institution IT Information Technology LMS Learning Management System MOE Chinese Ministry of Education MOOC Massive Open Online Course PI Primary Investigator v Table of Contents Acknowledgments................................................................................................................ i Abstract .............................................................................................................................. iii Table of Contents .................................................................................................................v List of Tables .......................................................................................................................x List of Figures .................................................................................................................... xi Abbreviations .......................................................................................................................v Definition of Terms........................................................................................................... xii Chapter One: Introduction to the Study ...............................................................................1 Introduction ......................................................................................................................1 Background of the Study .................................................................................................3 Rationale (Importance of the Study) ................................................................................7 Research Questions ........................................................................................................10 Null Hypotheses .............................................................................................................10 Limitations .....................................................................................................................11 Summary ........................................................................................................................12 Chapter Two: Literature Review .......................................................................................17 Overview ........................................................................................................................17 Online Education Development .....................................................................................18 Status of Online Education in the United States ............................................................20 MOOC (Massively Open Online Courses) ................................................................21 LMS (Learning Management Systems) .....................................................................24 vi Hybrid Courses ..........................................................................................................26 Online Education Best Practices ....................................................................................28 Online Instructor ........................................................................................................29 Course Design and Support .......................................................................................31 Supervision ................................................................................................................34 Learner Characteristics ..............................................................................................35 Hybrid Courses Format ..............................................................................................37 Chinese Higher Education Overview .............................................................................40 Funding ......................................................................................................................42 Education Policy ........................................................................................................44 Online Education Development in China ..................................................................49 Creating Chinese MOOC Platforms ..........................................................................52 Creating a Chinese Online Education League ...........................................................56
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