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Abstract

COVID-19 has challenged education systems globally. Traditional teaching and learning activities of more than 1,300 vocational colleges and nearly 11,000 vocational high schools in China have had to be paused and transformed into an online mode. A study had been conducted to trace the unprecedented change which would provide reflections on policies and practical experience worthy of reference for the follow-up development of online vocational education in China and other countries in the world. The study used two methods to collect data: (1) delivering questionnaires to 767 schools, 17009 teachers, 270,732 students, and (2) gathering 110 institute cases from 21 provinces and 170 curriculum cases from 14 provinces. The result showed that vocational institutions coped with the pandemic’s outbreak through online learning and achieved the overall goal of “Not Going to School but Classes still Ongoing.” Further, vocational institutions have faced problems and challenges of online learning in practice training and internship, organization, and technical environment. The development of vocational education in the information era requires thinking about the system-driven reform path and online learning strategy and putting it into action.

First Page

61

Last Page

82

Ethics Approval

Yes

Declaration Statement

The China National Social Science Grant funded this study for the project titled Theory Building and Empirical Study on Blended Learning (BCA180084). The authors are grateful to all participants for their contribution to the study, including Jiangang Cheng, Mingxuan Chen, Youru Xie, Liansheng Ge, Geping Liu, Zhixian Zhong, Yi Zhang, Shusheng Shen, Wei Wang, Wenlan Zhang, Yingqun Liu, Juan Yang, Yangyang Luo, Junfeng Diao, Hao Huang, Yiran Cui, Jian Sun, Biting Huang, Nan Chen, Jinjing Liu, Kaiyu Yi, etc.

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