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An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes

Author

Listed:
  • Huani Liu

    (School of Education, Shanghai International Studies University, Shanghai 200083, China)

  • Minjuan Wang

    (Learning Design and Technology, San Diego State University, San Diego, CA 92182, USA)

  • Hengling Wan

    (Moray House School of Education and Sport, The University of Edinburgh, Edinburgh EH8 8AQ, UK)

  • Yifan Lyu

    (School of English Studies, Shanghai International Studies University, Shanghai 200083, China)

  • Haorong Zhu

    (School of Statistics, Beijing Normal University, Beijing 100875, China)

Abstract

In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.

Suggested Citation

  • Huani Liu & Minjuan Wang & Hengling Wan & Yifan Lyu & Haorong Zhu, 2021. "An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes," Sustainability, MDPI, vol. 13(2), pages 1-15, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:2:p:501-:d:476140
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    References listed on IDEAS

    as
    1. Carmen, Brenda & Waycott, Louise & Smith, Ken, 2011. "Rock Up: An initiative supporting students' wellbeing in their transition to secondary school," Children and Youth Services Review, Elsevier, vol. 33(1), pages 167-172, January.
    2. McCalman, Janya & Benveniste, Tessa & Wenitong, Mark & Saunders, Vicki & Hunter, Ernest, 2020. "“It’s all about relationships”: The place of boarding schools in promoting and managing health and wellbeing of Aboriginal and Torres Strait Islander secondary school students," Children and Youth Services Review, Elsevier, vol. 113(C).
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