IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v13y2021i6p3512-d521822.html
   My bibliography  Save this article

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
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/13/6/3512/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/13/6/3512/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    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. 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.
    3. 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.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ovidiu Deaconu & Adrian Marius Deaconu & Gabriela Cristina Chitonu & Daniel Taus, 2022. "The Online Teaching System as a Sustainable Way of Learning," Sustainability, MDPI, vol. 14(18), pages 1-17, September.
    2. Tabea Bork-Hüffer & Vanessa Kulcar & Ferdinand Brielmair & Andrea Markl & Daniel Marian Immer & Barbara Juen & Maria Hildegard Walter & Katja Kaufmann, 2021. "University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?," Sustainability, MDPI, vol. 13(14), pages 1-25, July.
    3. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
    4. Ahmed Tlili & Daniel Burgos & Ronghuai Huang & Sanjaya Mishra & Ramesh Chander Sharma & Aras Bozkurt, 2021. "An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis," Sustainability, MDPI, vol. 13(19), pages 1-15, September.
    5. Carolina Feliciana Machado & João Paulo Davim, 2022. "Higher Education for Sustainability: A Bibliometric Approach—What, Where and Who Is Doing Research in This Subject?," Sustainability, MDPI, vol. 14(8), pages 1-15, April.
    6. Tomasz Wołowiec & Iuliia Myroshnychenko & Ihor Vakulenko & Sylwester Bogacki & Anna Maria Wiśniewska & Svitlana Kolosok & Vitaliy Yunger, 2022. "International Impact of COVID-19 on Energy Economics and Environmental Pollution: A Scoping Review," Energies, MDPI, vol. 15(22), pages 1-26, November.
    7. Gerardo Gómez-García & Francisco-Javier Hinojo-Lucena & María-Pilar Cáceres-Reche & Magdalena Ramos Navas-Parejo, 2020. "The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    8. Ciprian Obrad, 2020. "Constraints and Consequences of Online Teaching," Sustainability, MDPI, vol. 12(17), pages 1-23, August.
    9. Wen Tang & Xiangyang Zhang & Youyi Tian, 2022. "Mitigation of Regional Disparities in Quality Education for Maintaining Sustainable Development at Local Study Centres: Diagnosis and Remedies for Open Universities in China," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    10. Francisco-Ignacio Revuelta-Domínguez & Jorge Guerra-Antequera & Alicia González-Pérez & María-Inmaculada Pedrera-Rodríguez & Alberto González-Fernández, 2022. "Digital Teaching Competence: A Systematic Review," Sustainability, MDPI, vol. 14(11), pages 1-15, May.
    11. Lorena Martín-Párraga & Carmen Llorente-Cejudo & Julio Barroso-Osuna, 2023. "Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model," Societies, MDPI, vol. 13(6), pages 1-14, June.
    12. Marta Montenegro-Rueda & José Fernández-Cerero, 2023. "Digital Competence of Special Education Teachers: An Analysis from the Voices of Members of School Management Teams," Societies, MDPI, vol. 13(4), pages 1-15, March.
    13. Lenka Mynaříková & Lukáš Novotný, 2021. "The Current Challenges of Further Education in ICT with the Example of the Czech Republic," Sustainability, MDPI, vol. 13(8), pages 1-17, April.
    14. Maria José Sá & Sandro Serpa, 2020. "The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
    15. Maria T. Sanz & Emilia López-Iñesta & Daniel Garcia-Costa & Francisco Grimaldo, 2020. "Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics," Mathematics, MDPI, vol. 8(9), pages 1-13, September.
    16. Muhammad Imran & Saman Hina & Mirza Mahmood Baig, 2022. "Analysis of Learner’s Sentiments to Evaluate Sustainability of Online Education System during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(8), pages 1-18, April.
    17. Walter Leal Filho & Amanda Lange Salvia & Ismaila Rimi Abubakar & Mark Mifsud & Hossein Azadi & Ayyoob Sharifi & Todd LeVasseur & Johannes M. Luetz & Luis Velazquez & Priyatma Singh & Rudi Pretorius &, 2022. "Impacts of the COVID-19 Pandemic on Routines of Higher Education Institutions: A Global Perspective," Sustainability, MDPI, vol. 14(21), pages 1-19, October.
    18. Pablo Fernández-Arias & Álvaro Antón-Sancho & Diego Vergara & Amelia Barrientos, 2021. "Soft Skills of American University Teachers: Self-Concept," Sustainability, MDPI, vol. 13(22), pages 1-25, November.
    19. Ólafur Páll Jónsson & Allyson Macdonald, 2021. "Pack for Sustainability: Navigating through Uncharted Educational Landscapes," Sustainability, MDPI, vol. 13(24), pages 1-12, December.
    20. Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3512-:d:521822. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.