Keywords
Information management
Class interaction
Submitted : 2025-02-03
Accepted : 2025-02-18
Published : 2025-03-05
Abstract
Online education has become a critical mode of instruction in Chinese universities, particularly during and after the COVID-19 pandemic. This study examines information management in online education through a triadic framework encompassing classroom information management, teaching effectiveness management, and teaching information management. Drawing on in-depth interviews with administrators, teachers, and students, the findings reveal three primary challenges in online education: the absence of embodied information, the uncontrollable nature of online platforms, and nonverbal overload caused by Zoom fatigue. Teachers face difficulties maintaining presence and interaction due to limited feedback from students and risks associated with class recordings. Students experience increased psychological and physical fatigue due to the overlap of learning and living spaces. Recommendations to address these issues include enhancing teacher-student interaction to foster a sense of presence, improving the transparency of course information to align expectations, and adopting user-friendly teaching platforms with privacy safeguards. These insights aim to improve the security, effectiveness, and experience of online education in higher education institutions.
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