From February 1 to February 7, 2024, Li Fucheng, a member of the Digital Focus Research Group, went to Tianli Village, Beiwudu Town, Wuyang County, Luohe City, Henan Province, to visit a number of families of left-behind children, and had in-depth exchanges with left-behind children and their guardians on many issues related to recorded remote online courses.
In this survey, the team focused on understanding the concerns and concerns of some left-behind children and their guardians about remote online courses. Team members asked questions about the problem with the left-behind children. Left-behind children reported that, first, they believe that the teaching effect of remote online courses is far inferior to that of traditional offline teaching, and there are problems of class efficiency; Second, they are worried about the poor quality of rural networks, which is easy to cause problems such as participation in live broadcasts; Third, I am worried about the lack of immediate and effective ways to communicate with the recording class teacher, and cannot solve the problems encountered in learning; Fourth, the lack of self-control will greatly reduce the learning efficiency. Guardians' concerns focus on the inability to monitor the quality and progress of children's learning, the potential use of electronic devices for play, and the impact of prolonged use of digital devices on children's eyesight. Some guardians said that if parents can supervise their children's learning remotely, they are willing to accept or even pay for digital courses, and some guardians hope to arrange the class time of digital courses reasonably, remind children to take appropriate rest, and protect their eyes.
Digitalization has become an important trend in modern society, and this is reflected in the field of education, including recorded distance courses. This kind of course breaks through the limitations of time and space, breaks the imbalance of educational resources between regions, can be obtained anytime and anywhere within the scope of network coverage, and the teaching content of recorded courses is more diverse and visualized, which can bring students a new learning experience. The application of digital network technology to curriculum teaching and promotion to rural areas not only conforms to the trend of the times of technology-enabled education, but also is an important way for left-behind children in rural areas to broaden their horizons and acquire knowledge.
Based on the results of this survey, the team will focus on the concerns and concerns of left-behind children and their guardians in rural areas, and continuously optimize the team's plan to build a remote online course platform, striving to provide a feasible path to solve the education problems of left-behind children in rural areas and plug in "digital wings" for left-behind children.