Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

"freezes" during class, and some platform servers were also "failed”. Especially for online live broadcast platforms, the occurrence of "stuck" remains frequent in the current network environment. The “stuck” is prone to cause discontinuities of teachers' teaching, which will affect the continuity of the entire classroom. On stable platforms, the occurrence of 'stuck' will not affect teaching process, while on unstable platforms, it often causes interruption of teaching, as well as weakens students’ learning willingness. Constructivism learning theory emphasizes the interaction between people, while the “stuckness” of the internet cause trouble for students and teachers to interact. The Global Times reported that “Some live steaming platforms were unable to handle large numbers of users at the same time and crashed. Guangdong-based platform Seewo apologized for its temporary crash on its Weibo on Monday as many live steam platforms including Seewo failed to offer stable services after 200 million users logged on, and the platform has never had such a large number of visitors.” 11 b) Online education is a challenge for the teachers According to Constructivism learning theory, teachers should guide students to construct knowledge, however teachers’ abilities to teach online are various, and the lack of capacity to handle the information technology restricts teachers’ opportunity to guide students. The online education requires teachers to use the software on mobile phone or on computer to record videos or webcast and interact with students properly, which brings a great challenge and burden for many teachers. The new way to teach pops up too sudden for teachers to learn how to use the software and get accustomed to it. Teachers need additional expertise to conduct online education in the communication between teachers and students, as the use of teaching tools, and the evaluation of student learning effects in online teaching are different from traditional classrooms. Teachers need to be trained to grasp the online pedagogy, curriculum design, and how to evaluate students' learning conditions (Online teaching emergency manual). Teachers who are just about to design an online course generally based on the rough production outlines or fuzzy fragmented scripts. Although this is not a zero-based "improvisation", they are not fully prepared. Teachers with poor expression skills are prone to encounter varying degrees of pauses during recording. Another challenge for teachers is that they cannot observe the students, so they fail to get the immediate response from the students. This fails to allow teachers to identify whether the students grasp and understand the knowledge in the learning process. What’s more, for some subjects, especially in medical, biological and physiological subjects, there are many sensitive words which are restricted to be shown online. It is inevitable to talk about some words about organs or others in those classes; however, some courseware was blocked and even some teachers are restricted to log in. c) Online education is a burden for students and parents Constructivists believe that the key to success is the cooperation between all those who effectively participate in the educational environment. Unfortunately, the chances are less than 50% for students to meet a suitable teacher on an unfamiliar education platform. Many live broadcast platforms do not have a corresponding teacher management committee to monitor teachers’ teaching quality, which is the main reason for the unsatisfaction on the teaching quality. And in some webcast classes, too frequent close-up switching of picture has also caused many problems such as too large teaching pictures with reduced clarity, or students may not understand the relationship between the displayed content and the rest of the screen. “A poll on Weibo on whether students would like to have the online courses showed about 386,000 respondents said "no", with only 99,000 respondents saying "yes". Those who said "no" said they had to do more homework than traditional schooling and were easily distracted by noise. Besides, online courses are bad for their eyesight and not fair for students in villages who have limited access to the internet”, reported by the Global Times 10 . In online education, some parents are the participate sometimes, especially for those lower grade students’ parents. Online courses also bring a huge burden to the parents. For most of the primary school students’ parents, they have to join various chat groups of different subjects, as the teachers assign homework in the parents’ chatting group. In case of the students playing games or surfing on the internet instead of listening to the class, these parents have to accompany their children to take the online courses. What’s more, the parents have to be tutors with the students’ homework, mark the assignments and send them back to teachers. All of those have exhausted the parents, and also affected their participation to help their children to grasp knowledge. V. T he D evelopment of O nline E ducation in the F uture: H ow it Can D evelop the P otential of C onstructivism L earning T heory During the pandemic, the advantages and disadvantages of online education triggered public discussion and thinking about the future development of this industry. © 2023 Global Journals Volume XXIII Issue VIII Version I 21 ( ) Global Journal of Human Social Science - Year 2023 G Online Education in China during the Covid-19 Pandemic in Light of Constructivism Learning Theory