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Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study

Author

Listed:
  • Ronghuai Huang

    (Smart Learning Institute of Beijing Normal University, Beijing 100875, China)

  • Ahmed Tlili

    (Smart Learning Institute of Beijing Normal University, Beijing 100875, China)

  • Huanhuan Wang

    (Smart Learning Institute of Beijing Normal University, Beijing 100875, China)

  • Yihong Shi

    (Smart Learning Institute of Beijing Normal University, Beijing 100875, China)

  • Curtis J. Bonk

    (Instructional Systems Technology Department, School of Education, Indiana University, Bloomington, IN 47405, USA)

  • Junfeng Yang

    (School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Daniel Burgos

    (Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006 Logroño, Spain
    Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom 2531, South Africa)

Abstract

The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty. This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era. OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline. This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations. A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students. The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources. Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning. This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world.

Suggested Citation

  • Ronghuai Huang & Ahmed Tlili & Huanhuan Wang & Yihong Shi & Curtis J. Bonk & Junfeng Yang & Daniel Burgos, 2021. "Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study," Sustainability, MDPI, vol. 13(6), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3512-:d:521822
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. Xiangling Zhang & Ahmed Tlili & Ronghuai Huang & Tingwen Chang & Daniel Burgos & Junfeng Yang & Jiacai Zhang, 2020. "A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions," Sustainability, MDPI, vol. 12(21), pages 1-12, November.
    3. Walter Leal Filho & Elizabeth Price & Tony Wall & Chris Shiel & Ulisses M. Azeiteiro & Mark Mifsud & Luciana Brandli & Carla Sofia Farinha & Sandra Caeiro & Amanda Lange Salvia & Claudio Ruy Vasconcel, 2021. "COVID-19: the impact of a global crisis on sustainable development teaching," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 23(8), pages 11257-11278, August.
    4. Lili-Ann Wolff, 2020. "Sustainability Education in Risks and Crises: Lessons from Covid-19," Sustainability, MDPI, vol. 12(12), pages 1-6, June.
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    Cited by:

    1. Yu-Yu Ma & Chia-Liang Lin & Hung-Lung Lin, 2023. "Ranking of Service Quality Index and Solutions for Online English Teaching in the Post-COVID-19 Crisis," Mathematics, MDPI, vol. 11(18), pages 1-24, September.
    2. Neeraj Chopra & Rajiv Sindwani & Manisha Goel, 2022. "Prioritising teaching modalities by extending TOPSIS to single-valued neutrosophic environment," International Journal of System Assurance Engineering and Management, Springer;The Society for Reliability, Engineering Quality and Operations Management (SREQOM),India, and Division of Operation and Maintenance, Lulea University of Technology, Sweden, vol. 13(2), pages 855-866, April.
    3. Sergio Alonso Martínez-Ramos & Juvenal Rodríguez-Reséndiz & Avatar Flores Gutiérrez & P. Y. Sevilla-Camacho & Jorge D. Mendiola-Santíbañez, 2021. "The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes," Sustainability, MDPI, vol. 13(21), pages 1-13, October.

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