Does the Familiarity of Online Teachers Matter During Covid Lockdowns?
Abstract
This is a retrospective study investigating students’ receptivity of familiar and unfamiliar instructors for the online learning solutions implemented during the initial Covid lockdowns in China in early 2020. While there are studies detailing various pedagogical and mental health issues associated with the pandemic, there are scarce information investigating how the choice of familiar teachers might help mitigate the associated negative experiences. Results from this study strongly suggest that students preferred watching teachers they knew as compared to strangers during the online learning sessions. In addition, the preference for familiar teachers correlated strongly with how the students felt online lessons had contributed to alleviating their negative feelings during the lockdown, which further suggests that the role familiar teachers play goes beyond that of an online instructor, especially in times of stress and uncertainties.
References
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Huan, V. S. L., Quek, C. L., Yeo, L. S., Ang, R. P. H., & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. The Asia-Pacific Education Researcher, 21(1), 151-159.
Huang, R., Tlili, A., Chang, T-W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020, July 06). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(19), 1-15. https://doi.org/10.1186/s40561-020-00125-8
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Li, L.,Wu, H., Xie, A., Ye, X., Liu, C., & Wang, W. (2021, November 17). Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale. BMC Medical Education, 21(584), 1-10. https://doi.org/10.1186/s12909-021-03005-
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Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020, May 2). A Nationwide Survey of Psychological Distress among Italian People during the COVID-19 Pandemic: Immediate Psychological Responses and Associated Factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://doi.org/10.3390/ijerph17093165
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OECD. (2020, September 24). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis. https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed
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Ramadani, A., & Xhaferi, B. (2020). Teacher’s Experiences with Online Teaching Using The Zoom Platform with EFL Teachers in High Schools in Kumanova. SEEU Review, 15(1), 142-155. https://sciendo.com/pdf/10.2478/seeur-2020-0009
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of school psychological environment and early adolescents’ psychological and behavioural functioning in school: The mediating role of goals and belonging, Journal of Educational Psychology, 88, 408-422.
Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020, August 24). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Res, 293. doi: 10.1016/j.psychres. 2020.113429 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7444649/
Sommerlad, A., Marston, L., Huntley, J., Livingston, G., Lewis, G., Steptoe, A., & Fancourt, D. (2021, January 13). Social relationships and depression during the COVID-19 lockdown: longitudinal analysis of the COVID-19 Social Study. Psychol Med. doi: 10.1017/S0033291721000039
Su, B., Zhang, T., Yan, L., Huang, C., Cheng, X., Cai, C., & Cui, D. (2021 December 20). Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges. Public Health, 9(797694). https://doi.org/10.3389/fpubh.2021.797694
Sugaya, N., Yamamoto, T., Suzuki, N., & Uchiumi, C. (2020, October, 29). A real-time survey on the psychological impact of mild lockdown for COVID-19 in the Japanese population. Scientific Data, 7, 372. https://doi.org/10.1038/s41597-020-00714-9
Sugaya, N., Yamamoto, T., Suzuki, N., & Uchiumi, C. (2021, July 14). Social isolation and its psychosocial factors in mild lockdown for the COVID-19 pandemic: a cross-sectional survey of the Japanese population. BMJ Open, 2021;11:e048380. doi: 10.1136/bmjopen-2020-048380
Tam, W. W. S., Poon, S. N., Mahendran, R., Kua, E. H., & Wu, X. V. (2021, November 26). Impacts of COVID-19 and partial lockdown on family functioning intergenerational communication and associated psychosocial factors among young adults in Singapore. BMC Psychiatry, 21(595), 1-11. https://doi.org/10.1186/s12888-021-03599-z
Tang, W., Hu, T., Hu, B., Jin, C., Wang, G., Xie, C., Chen, S., & Xu, J. (2020, September 1). Prevalence and correlates of PTSD and depressive symptoms one month after the outbreak of the COVID-19 epidemic in a sample of home-quarantined Chinese university students. Journal of Affective Disorders, 274, 1-7. https://doi.org/10.101 6/j.jad.2020.05.009
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Vila, J., Morato, C., Lucas, I., Guerra, P/\., Castro-Laguardia, A. M., Bobes, M. A. (2019, April 30). The affective processing of loved familiar faces and names: Integrating fMRI and heart rate. PLoS ONE, 4(14) : e0216057. https://doi.org/10.1371/journal.pone.0216057
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho C. S. Ho, R. (2020, March 6). Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. https://doi.org/10.3390/ijerph17051729
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Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021, May 28). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321-7338. https://doi.org/ 10.1007/s10639-021-10589-x
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., Rubin, G. J. (2020, February 26). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395, 912-920. DOI: https://doi.org/10.1016/ S0140-6736(20)30460-8
Bu, F., Steptoe, A., & Fancourt, D. (2020, September). Who is lonely in lockdown? Cross-cohort analyses of predictors of loneliness before and during the COVID-19 pandemic. Public Health, 186, 31-34. https://doi.org/10.1016/j.puhe.2020.06.036
Cotten, S. R., Anderson, W. A., & McCullough, B. M. (2013, February 28). Impact of Internet Use on Loneliness and Contact with Others Among Older Adults: Cross-Sectional Analysis. Journal of Medical Internet Research, 15(2), e39. doi:10.2196/jmir.2306
Courtin, E., & Knapp, M. (2015, December 28). Social isolation, loneliness and health in old age: a scoping review. Health & Social Care in the Community, 25(3), 799-812. https://doi.org/10.1111/hsc.12311
Dai, S. (2020, February 17). With schools remaining closed during coronavirus outbreak, China launches national remote learning platforms. South China Morning Post. https://www.scmp.com/tech/policy/article/3050940/schools-remaining-closed-during-coronavirus-outbreak-china-launches
de Oliveira Kubrusly Sobra, J. B., Lima, D. L. F., Rocha, H. A. L., de Brito, E. S., Duarte, L. H. G. Bento, L. B. B. B., & Kubrusly, M. (2022, February 01). Active methodologies association with online learning fatigue among medical students. BMC Medical Education, 22, 74. https://doi.org/10.1186/s12909-022-03143-x
Dingtalk. (2020). Alibaba Group Holding Limited. https://www.dingtalk.com/en
Dunphy, L. E. (2014). When faces "feel" familiar: The role of affective signals in face recognition. Electronic Thesis and Dissertation Repository, 1963. https://ir.lib.uwo.ca/etd/1963
Gadermann, A. C., Thomson, K. C., Richardson, C. G., Gagne, M., McAuliffe, C., Hirani, S., & Jenkins, E. (2021, January, 12). Examining the impacts of the COVID-19 pandemic on family mental health in Canada: findings from a national cross-sectional study. BMJ Open, 11:e042871. doi: 10.1136/bmjopen-2020-042871 https://bmjopen.bmj.com/ content/11/1/e042871
Gallani, V. (2020, September 30). Effectiveness of Online Learning During Covid-19 Pandemic: Students Perspective. International Journal of Scientific Research in Science, Engineering and Technology, 7(5), 209-215. doi : https://doi.org/10.32628/IJSRSET 207546
Global-is-Asian. (2020, May 28). COVID-19: Too close for comfort – Will the pandemic make or break the family? Lee Kuan Yew School of Public Policy. https://lkyspp.nus.edu.sg/gia/ article/covid-19-too-close-for-comfort---will-the-pandemic-make-or-break-the-family
Goudeau, S., Sanrey, C., Stanczak. A., Manstead, A., & Darnon, C. (2021, September 27). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour, 5, 1273-1281. https://doi.org/10.1038/s41562-021-01212-7 https://www.nature.com/articles/s41562-021-01212-7
Guo, C., Xu, Z., Fang, C., & Qin, B. (2022, April 07). China Survey Report on the Online Learning Status of High Schools During the COVID-19 Pandemic. ECNU Review of Education. https://doi.org/10.1177/20965311221089671
Harmon-Jones, E., & Allen, J. J. B. (2001). The Role of Affect in the Mere Exposure Effect: Evidence from Psychophysiological and Individual Differences Approaches. Personality and Social Psychology Bulletin, 27(7), 889–898. doi:10.1177/0146 167201277011
Hawkley, L. C., & Cacioppo, J. T. (2010, July 22). Loneliness Matters: A Theoretical and Empirical Review of Consequences and Mechanisms. Annals of Behavioral Medicine, 40(2), 218-227. https://doi.org/10.1007/s12160-010-9210-8
Holt-Lunstad, J., Smith, T. B., & Layton, J. B. (2010, July 27). Social Relationships and Mortality Risk: A Meta-analytic Review. PLOSMedicine, 7, 1-20. https://doi.org/10.1371/ journal.pmed.1000316
Huan, V. S. L., Quek, C. L., Yeo, L. S., Ang, R. P. H., & Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. The Asia-Pacific Education Researcher, 21(1), 151-159.
Huang, R., Tlili, A., Chang, T-W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020, July 06). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(19), 1-15. https://doi.org/10.1186/s40561-020-00125-8
Hussain, I., Saeed, R. M. B., & Syed, A. F. (2020, December). A study on Effectiveness of Online Learning System during COVID-19 in Sargodha. International Journal of Language and Literary Studies, 2(4), 122-137. DOI:10.36892/ijlls.v2i4.404
Killgore, W. D. S., Cloonan, S. A., Taylor, E. C., & Dailey, N. S. (2020, August). Loneliness: A Signature mental health concern in the era of COVID-19. Psychiatry Research, 290. http://dx.doi.org/10.1016/j.psychres.2020.113117
Li, L.,Wu, H., Xie, A., Ye, X., Liu, C., & Wang, W. (2021, November 17). Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale. BMC Medical Education, 21(584), 1-10. https://doi.org/10.1186/s12909-021-03005-
Liao, H., Shimojo, S., & Yeh, S. (2013). Happy Faces Are Preferred Regardless of Familiarity – Sad Faces Are Preferred Only When Familiar. Emotion, 23(3), 391-396. DOI: 10.1037/a0030861
Longest, K., & Kang, J. (2022. February 21). Social Media, Social Support, and Mental Health of Young Adults During COVID-19. Frontiers in Communication, 7(828135), 1-11. https://doi.org/10.3389/fcomm.2022.828135
Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020, May 2). A Nationwide Survey of Psychological Distress among Italian People during the COVID-19 Pandemic: Immediate Psychological Responses and Associated Factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://doi.org/10.3390/ijerph17093165
Moccia, L., Janiri, D., Pepe, M., Dattoli, L., Molinaro, M., De Martin, V., Chieffo, D., Janiri, L., Fiorillo, A., Sani, G., & Di Nicola, M. Affective temperament, attachment style, and the psychological impact of the COVID-19 outbreak: an early report on the Italian general population. Brain, Behaviour and Immunity, 87, 75-79. https://doi.org/10.1016/j.bbi.2020.04.048
Mohd Basar, Z., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021, August 01). The Effectiveness and Challenges of Online Learning for Secondary School Students – A Case Study. Asian Journal of University Education, 3(17), 119-129. https://doi.org/10. 24191/ajue.v17i3.14514
OECD. (2020, September 24). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis. https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed
Palgi, Y., Shrira, A., Ring, L., Bodner, E., Avidor, S., Bergman, Y., Cohen-Fridel, S., Keisari, S., & Hoffman, Y. (2020, October 1). The loneliness pandemic: Loneliness and other concomitants of depression, anxiety and their comorbidity during the COVID-19 outbreak. Journal of Affective Disorders, 275, 109-111. https://doi.org/10.1016/ j.jad.2020.06.036
Qi, M., Zhou, S., Guo, Z., Zhang, L., Min, H., Li, X., & Chen, J. (2020, October). The Effect of Social Support on Mental Health in Chinese Adolescents During the Outbreak of COVID-19. Journal of Adolescent Health, 67(4), 514-518. https://doi.org/10.1016/j. jadohealth.2020.07.001
Ramadani, A., & Xhaferi, B. (2020). Teacher’s Experiences with Online Teaching Using The Zoom Platform with EFL Teachers in High Schools in Kumanova. SEEU Review, 15(1), 142-155. https://sciendo.com/pdf/10.2478/seeur-2020-0009
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of school psychological environment and early adolescents’ psychological and behavioural functioning in school: The mediating role of goals and belonging, Journal of Educational Psychology, 88, 408-422.
Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020, August 24). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Res, 293. doi: 10.1016/j.psychres. 2020.113429 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7444649/
Sommerlad, A., Marston, L., Huntley, J., Livingston, G., Lewis, G., Steptoe, A., & Fancourt, D. (2021, January 13). Social relationships and depression during the COVID-19 lockdown: longitudinal analysis of the COVID-19 Social Study. Psychol Med. doi: 10.1017/S0033291721000039
Su, B., Zhang, T., Yan, L., Huang, C., Cheng, X., Cai, C., & Cui, D. (2021 December 20). Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges. Public Health, 9(797694). https://doi.org/10.3389/fpubh.2021.797694
Sugaya, N., Yamamoto, T., Suzuki, N., & Uchiumi, C. (2020, October, 29). A real-time survey on the psychological impact of mild lockdown for COVID-19 in the Japanese population. Scientific Data, 7, 372. https://doi.org/10.1038/s41597-020-00714-9
Sugaya, N., Yamamoto, T., Suzuki, N., & Uchiumi, C. (2021, July 14). Social isolation and its psychosocial factors in mild lockdown for the COVID-19 pandemic: a cross-sectional survey of the Japanese population. BMJ Open, 2021;11:e048380. doi: 10.1136/bmjopen-2020-048380
Tam, W. W. S., Poon, S. N., Mahendran, R., Kua, E. H., & Wu, X. V. (2021, November 26). Impacts of COVID-19 and partial lockdown on family functioning intergenerational communication and associated psychosocial factors among young adults in Singapore. BMC Psychiatry, 21(595), 1-11. https://doi.org/10.1186/s12888-021-03599-z
Tang, W., Hu, T., Hu, B., Jin, C., Wang, G., Xie, C., Chen, S., & Xu, J. (2020, September 1). Prevalence and correlates of PTSD and depressive symptoms one month after the outbreak of the COVID-19 epidemic in a sample of home-quarantined Chinese university students. Journal of Affective Disorders, 274, 1-7. https://doi.org/10.101 6/j.jad.2020.05.009
UNESCO. (2020b). Distance Learning Solutions. UNESCO. https://en.unesco.org/covid19/ educationresponse/solutions
UNESCO. (2020a, February 19). How is China ensuring learning when classes are disrupted by coronavirus? UNESCO. https://en.unesco.org/news/how-china-ensuring-learning-when-classes-are-disrupted-coronavirus
UNESCO & UNICEF. (2021, October). China Case Study: Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia. https://www.unicef.org/ eap/media/9321/file/Sit%20An%20-%20China%20Case%20Study.pdf
Vila, J., Morato, C., Lucas, I., Guerra, P/\., Castro-Laguardia, A. M., Bobes, M. A. (2019, April 30). The affective processing of loved familiar faces and names: Integrating fMRI and heart rate. PLoS ONE, 4(14) : e0216057. https://doi.org/10.1371/journal.pone.0216057
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho C. S. Ho, R. (2020, March 6). Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. https://doi.org/10.3390/ijerph17051729
Zajonc, R.B. (2001). Mere Exposure: A Gateway to the Subliminal. Current Directions in Psychological Science, 10, 224 - 228. DOI:10.1111/1467-8721.00154
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Published
2022-08-01
How to Cite
CHING WANG, Shih.
Does the Familiarity of Online Teachers Matter During Covid Lockdowns?.
International Journal of Advanced Research in Education and Society, [S.l.], v. 4, n. 2, p. 100-110, aug. 2022.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/18974>. Date accessed: 02 dec. 2023.
Section
Articles
