1 Post-Pandemic Online Teaching in Senior Primary Schools Examining Online Teaching in Senior Primary Schools During the PostEpidemic Period: A Case Study of a Primary School in Yangpu District, Shanghai by Ruitao Liu & Yifei Yang A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah September 4, 2023 Approved Dustin M. Grote, Ph.D. Vincent C. Bates, Ph.D. Xiao Song Xiao Song (May 23, 2024 10:31 MDT) Xiao Song, M.Ed © 2023 Ruitao Liu & Yifei Yang 2 Post-Pandemic Online Teaching in Senior Primary Schools Acknowledgements For our acknowledgement, first of all, we appreciate our institution, Shanghai Normal University Tianhua College providing this opportunity to study at Weber State University as graduate students. It has been our precious memory both back in summer semester for professors from Weber State coming to our institution and our lives and study here. We appreciate that Professor Louise Moulding, as our director, has change couple of classes from the mandatory to the elective for us because she is worried that we could not understand it very well, turning out we did get some confusion on higher education policy, functions and affairs for structures and systems in here. We would appreciate the efforts made by one of our friends, Zhiyi Wei, also known as Aurora by the instructors here, making contributions to our thesis by providing the previous literature though he could not make it to America due to the visa issue. As always, we would appreciate our committee that have served us well on making prompts and suggestions to our thesis. Professor Vincent Bates and Dr Dustin Grote have been our teachers on the courses we have taken before and they have traveled a long way to our institution to teach us. Their expertise and attitude have contributed a lot to our future career and life. Indeed, we have enjoyed a lot no matter from the life in United States or the learning experience in Weber State University, Ogden, Utah. We hope that we won’t fail them in all the future and getting a chance to the approach for the Ph.D degree so as to be one of them though we won’t be teaching at the same institution ever. 3 Post-Pandemic Online Teaching in Senior Primary Schools Abstract The COVID-19 has quietly spread in China in 2020 and offline teaching has been resumed in 2024. How to guarantee students' teaching during the post-epidemic period has become a major difficulty. This paper expounds the actual situation of online teaching during the post-pandemic period, analyzed some problems encountered in teaching during this period and whether teaching is effective and scientific in this period, aiming to find out effective online teaching strategies and provide help for the smooth development of online teaching during the post-epidemic period. In this paper, a hundred students in grade four and five of a primary school in Yangpu District of Shanghai, their parents and four teachers of the school were selected as the research objects. Survey and interview methods were used to collect data. Survey was conducted among students and parents of a primary school in Yangpu District of Shanghai, and interviews were conducted with four teachers of that school. After that, the original data collected will be analyzed and integrated and finally the conclusion will be drawn. This paper investigates the situation of online teaching and learning a primary school in Yangpu District of Shanghai during the post-pandemic period. This school can complete the teaching task well, but during the teaching period, students gain little and students have weak learning autonomy. Students are easily affected by interference factors, and both students and teachers prefer offline teaching. To solve these problems, the author puts forward the following strategies from the perspectives of administrators, teachers and students: 1) Administrators provide good educational resources. 2) Reexamine and reconstruct teachers’ online teaching. 3) Students improve their learning 4 Post-Pandemic Online Teaching in Senior Primary Schools autonomy. Keywords: Online teaching and learning, COVID-19, Post-pandemic period, Senior grades for primary schools 5 Post-Pandemic Online Teaching in Senior Primary Schools Table of Contents Opening Statement......................................................................................................... 9 Literature Review..........................................................................................................12 The COVID-19 Epidemic and Its Impact on Online Education in China.............12 Defining Online Teaching.....................................................................................14 The Critical Nature of Online Teaching................................................................15 Challenges for Teachers with Online Teaching.....................................................16 Technological Challenges in Teaching Online..............................................18 Communicating and Interacting with Students.............................................20 Assessment of Learning Online....................................................................21 Challenges for Students with Online Learning.....................................................22 Maladjustment..............................................................................................24 Low Efficiency and Effectiveness...............................................................26 The Opportunities of Infusing Online and In-Person Teaching and Learning.....26 Discover the Usage, Advantages of Online Teaching..................................27 Emerging Technologies that Enhance Online Teaching and Learning........28 Key to Improve Online Teaching and Learning...................................................29 Eliminate the Disadvantage of Teaching......................................................31 Methods........................................................................................................................32 Data Collection.....................................................................................................32 Research Setting: Elementary School in Yangpu District............................32 Interviews with Teachers..............................................................................33 Survey of Students...........................................................................................34 6 Post-Pandemic Online Teaching in Senior Primary Schools Protecting Participant’s Data and Anonymity..................................................36 Data Analysis...........................................................................................................36 Limitation..............................................................................................................37 Findings............................................................................................................................37 Experiences and Perceptions of Digital Platforms for Online Learning..................38 What Platforms Are Used for Online Teaching and Learning?........................38 Students’ Learning in Online Contexts.............................................................39 Students’ Learning Autonomy of Online Teaching during The Post-pandemic Era.............................................................................................................................42 Teachers’ Perspectives about Continuing Online Teaching......................................48 Teachers’ Attitudes towards Online Teaching...................................................50 Why Do Teachers Have Varying Perspectives on Online Teaching?................52 Home-School Online Teaching.........................................................................54 Students’ Perspectives Towards Online Teaching in The Post-Pandemic Era..........55 Parents’ Perspectives Towards Online Education During the Post-Pandemic Era…59 Obstacles for Effective Online Teaching during the Post-pandemic Era..................61 How Do Teachers Addressing Obstacles to Online Teaching...................................63 Discussion.........................................................................................................................68 Students’ Performance in Online Teaching during the Post-pandemic Period.........69 Teachers’ Experience in Online Teaching during The Post-pandemic Period.......71 Preconditions for Online Teaching and Learning..................................................71 How Teachers Manage Online Teaching...............................................................73 7 Post-Pandemic Online Teaching in Senior Primary Schools Evaluating Students in Online Learning Settings..................................................76 Summary of Teachers’ Experiences and Perceptions on Online Teaching............77 Students and Their Parents’ Attitudes towards Online Teaching...........................77 Multiple Factors Distract Students during Online Learning..................................78 Hardships in Teaching Contents and Assessments Encountered by Teachers.......79 Students’ Response for Difficulties They Encountered with during Online Learning.................................................................................................................81 Teachers’ Response to Difficulties They Encountered with during Online Teaching.................................................................................................................83 Implications....................................................................................................................85 Improve the Management of Educational Resources ............................................85 Re-examine and Reconstruct Teachers’ Teaching..................................................86 Improving Students’ Learning Autonomy..............................................................88 Conclusion......................................................................................................................90 References.......................................................................................................................91 Appendix A: An Interview Outline on The Application of Online Teaching Methods in Primary School Curricula during The Post-pandemic Period.........................................97 Appendix B: A Survey on The Use of Online Teaching Methods in Primary School Curricula during The Post-pandemic Period.................................................................101 Appendix C: Weber State University Informed Consent for Teachers............................111 Appendix D: Weber State University Informed Consent for Students and Parents.........115 8 Post-Pandemic Online Teaching in Senior Primary Schools Examining Online Teaching in Senior Primary Schools During the PostEpidemic Period: A Case Study of a Primary School in Yangpu District, Shanghai With the overall COVID-19 epidemic in China under effective control, China's economic and social development has entered a post-epidemic era. Compared with the concentrated outbreak period, all aspects of production and life in China have gradually returned to relative normalcy. However, the impact of the epidemic on production, life, and even the way of thinking of China's entire society will continue, and even become a catalyst for innovation and change in various fields (Xin, 2022). Education is no exception, as online learning has moved from an emergency to the "new normal” (Xin, 2022). In the post-epidemic era, the transformation of the learning styles of about thirty million college students in China has garnered focused attention. For a large number of college students across the country, whether to fully carry out online learning has changed from an optional choice to an option that must be considered. As students have returned to school, whether online teaching should persist has become a heated discussion. The shift between teaching in-person to teaching online was a challenging transition for teachers and students alike (Xin, 2022). During the period of online teaching, teachers lacked enthusiasm and specialty (Xin, 2022), a result of multiple challenges that both students and teachers encountered, such as, lacking resources for online teaching, poor technology, parental involvement (or lack thereof) (Xin, 2022). As we transition back out of online teaching as the predominant medium for class and return back into the classroom in the post-pandemic period, students and teachers alike are now struggling to adjust to come back to school. Given the challenges this 9 Post-Pandemic Online Teaching in Senior Primary Schools transition poses, both teachers as well as students’ efficiency and effectiveness may be low. For example, students may lack the attention span required to consistently listen to what teachers are saying as they have become used to and reliant on their electronic equipment to engage in class, or students may find it hard to concentrate on the class for they are getting accustomed with the comfortable atmosphere at home during the period of online teaching. An important question for the future of education is to what extent will online teaching remain a part of primary and secondary education systems in the post-pandemic era. And, if online education is incorporated alongside in-person instruction, how teachers and students manage to adjust to the multi-modal teaching and learning model is an important emerging challenge in education. It will be important to discover the value, usage, advantages of online teaching, while eliminating the disadvantages of online teaching to realize the opportunity of multi-modal teaching in primary and secondary schools. Doing so will involve the administrators for they could establish and issue some kind of regulations for students and teachers to get back to the class; teachers who will be asked to improve themselves from teaching quality to assessing skills so as to get them ready for the offline teaching; and students who must be prepared mentally and physically for a blend of in person and online teaching; and parents who also play an important role in supporting and challenging students, teachers, and administrators for quality and efficient education. In this study, we explore the perceptions and experiences of teachers and students with online teaching and learning during the pandemic era, their experiences with inperson teaching and learning since returning from the pandemic period, and their 10 Post-Pandemic Online Teaching in Senior Primary Schools perceptions of a potential future where both online and in-person instruction are blended in primary learning environments. We hypothesized that teachers would have predominantly negative perceptions of continuing online teaching as we enter into the post-pandemic era while students will positively perceive the potential for a blended learning environment. To test our hypotheses, using a concurrent mixed methods approach, we used interviews with four teachers along with a survey of 100 students at a primary school in Yangpu district, Shanghai. The interviews and survey addressed the 1) current circumstances in online teaching; 2) attitudes towards online teaching; 3) obstacles to multimodal teaching; and 4) future plans with online teaching. This paper will address the following research questions: RQ1: What were students’ and teachers’ experiences with online learning during the pandemic period? RQ2: What are students’ and teachers’ perceptions, attitudes, and thoughts towards continuing online learning alongside in-person learning in the postpandemic period? RQ3: What obstacles do students and teachers perceive they will encounter when incorporating online teaching with in-person teaching in the post-pandemic period? RQ4: What solutions do students and teachers suggest to address obstacles with incorporating online teaching with in-person teaching in the post-pandemic period? Literature Review 11 Post-Pandemic Online Teaching in Senior Primary Schools The literature review serves as the foundation and guide for this research. The beginning of the literature review covers the definition of relevant terms and ideas for this study. Then, we discuss prior literature that focused on converting to online teaching during the pandemic period of COVID-19. This literature includes the COVID-19 epidemic and its impact on online education in China, nature of online teaching, obstacles for teachers for the role shifting, as well as of the shifting of teachers’ skillsets for online teaching during the period of COVID-19. We also includes the challenge for teaching technology. Next, we describe how learning was shifted online during COVID-19, a section that describes the interference for students and the learning methods for students. We follow that with a discussion of the assessment of education quality during the pandemic. Finally, we explore the consequences and potential solutions previously studied that inform our research, and link them to our study, highlighting how this study will advance our understanding of the future of online teaching and learning in the postpandemic era. The COVID-19 Epidemic and Its Impact on Online Education in China In 2020, the novel coronavirus pneumonia is quietly spreading in China, and protecting students' learning during the epidemic became a major challenge. According to the “Notice on Supporting Education and Teaching through Informatization during Epidemic Prevention and Control” issued by the Office of the Leading Group of the Ministry of Education of the People's Republic of China (2020), in response to the novel Coronavirus Pneumonia Epidemic, we need to: 1) improve the network support conditions, 2) enhance the service capacity of the platform, 3) gather resources from all sectors of society, 4) adopt appropriate teaching methods, and 5) optimize education 12 Post-Pandemic Online Teaching in Senior Primary Schools management services. These aspects would guarantee online teaching, help to achieve the organization and operation management of online teaching, guarantee technical services to support online teaching, and training guidance and ensure the scientific and orderly implementation of online teaching goals. (Education and Technology Agency Letter No. 7, 2020) In addition, since this was the first time to carry out online teaching on such a scale, the various policies, specific development methods, and maintenance of online teaching in various places were still in the exploration stage. To this end, the Ministry of Education also issued guidance documents to lay the foundation for the full development of online teaching. According to the “Notice on the Work Arrangement of NonSuspension of Classes" issued by the General Office of the Ministry of Education, PRC and the General Office of the Ministry of Industry and Information Technology (Education and Foundation Office Letter No. 3, 2020), during the delayed opening of primary and secondary schools, it was necessary to: 1) adhere to the combination of online guidance and help of school teachers and students' independent learning at home, 2) school teachers should guide and help students choose appropriate learning resources, and 3) arrange learning reasonably within a limited time limit. All schools, from primary schools to universities, identified and began using a variety of online teaching and learning platforms, such as Dingding platform, Tencent conference platform, wechat software, etc., to open online teaching by combining multiple platforms (Ministry of Education of PRC, 2020). At present, the research on online teaching mainly has the following purposes: to clarify the characteristics of online teaching, to explore the means to improve the quality of online teaching, and to explore 13 Post-Pandemic Online Teaching in Senior Primary Schools the application scenarios of online teaching in the context of the epidemic and the postepidemic era (Xiaoyu Shi, 2022). The impact of COVID-19 on college education will continue into the near future and beyond; we need to rebuild the normality of education in the post-epidemic period, breaking the shackles of traditional education lag and centralization, and form a transformation from teaching exclusively in-person to a hybrid approach with in-person and online teaching (Min Zhang, 2022). Defining Online Teaching In general, online teaching can be divided into four categories: online synchronous live teaching, online asynchronous teaching, online dual-teacher collaborative teaching and online mixed teaching (Yang, 2020). Online teaching methods during the COVID-19 period included a combination of these four online teaching platforms, with the most prominent being live teaching, recorded teaching and live questions and answers. The teaching method is mainly lecturing, with a small amount of activities and practical application of learning after lectures (Yang, 2020). Ideally, effective online teaching would include a teaching environment free from distraction, incorporate resources commensurate with the quality of in-person teaching resources, a diversity of teaching pedagogies to engage learners, and a variety of ways to assess students’ effectiveness (Xie, 2020). The Critical Nature of Online Teaching Douglas and Van Der Vyver (2004) believe that in the past few years, the rapid development of the internet has made online learning widely promoted and applied, and a feasible and efficient alternative to traditional classroom teaching. As online teaching and learning has grown in popularity and use, the development and quality of online teaching 14 Post-Pandemic Online Teaching in Senior Primary Schools has also become a primary concern. Some people have embraced the gradual replacement of the teacher-led face-to-face teaching with online teaching citing that it can provide students with more learning resources and a better learning environment (e.g., Anderson, 2008). Anderson and fellow scholars (2008) advocate that online teaching is a form of interactive knowledge-building and learning, which can promote good communication and interaction between teachers and students on the Internet. Some prior research suggests a need for a shift in thinking about the modalities of teaching in our schools (e.g., Ly, 2021). From their perspective, it is very important to discuss the reform and reconstruction of higher vocational teaching mode in the postepidemic period, which is conducive to the construction of a complete education and teaching mode in higher vocational colleges and the realization of a precise and perfect professional teaching system (Lv, 2021). Promoting a mix of online and in-person teaching reform and innovation is an important direction to effectively respond to the needs of teaching development in the post-epidemic era (Lv, 2021). In the basic education stage of China, primary education is the golden period of cultivating students' autonomy and independence, and also an important stage of students' simultaneous development of body and mind (Ma, 2022). However, due to the young age of primary school students, there are significant differences in knowledge construction, cognition of things, self-management ability and other aspects, and there are also deviations in the adaptability of online learning forms. As a result, there are still a series of problems and obstacles in the implementation of online teaching in primary schools during the epidemic period, which affects the sustainable development of online teaching for primary school students (Ma, 2022). 15 Post-Pandemic Online Teaching in Senior Primary Schools Only by correctly understanding the essential teaching problems existing in online teaching can online teaching be carried out efficiently and basic education be promoted effectively. With the deepening of theoretical research in education and teaching, it opens a new research perspective for online teaching. From a theoretical perspective, the author interprets the overall presentation of online teaching, analyzes the problems and reasons existing in the overall presentation process of teachers in live teaching in concrete practice, and then solves them in a targeted way, so as to promote the further development of online teaching (Zhu, 2022). Challenges for Teachers with Online Teaching There are many challenges of online teaching including “some obstacles in the operation platform of some old teachers, which cannot completely break the inherent traditional classroom design and resist the exploration of new teaching models subjectively” (Qing Li et al., 2021, p.21). First and foremost, is the lack of innovative theories in online teaching (Xie, 2020). Next, is the inadequacy of conditions, which makes online teaching impossible, such as western regions are lacking teaching equipment and human resources to teach online (Xie, 2020). In addition, there are differences in the understanding and implementation of the policy, and individual regions carry out online teaching without combining the actual situation of schools and students where the scientific nature and applicability of the teaching plans are insufficient (Xie, 2020). The fifth obstacle is the financial investment in online teaching investment is high and the scope of application is small, which is also related to the hardware facilities of some students. What’s more, the progress of online teaching is difficult to control and the quality is difficult to guarantee. Some students are doing their own things while 16 Post-Pandemic Online Teaching in Senior Primary Schools completing online courses, so it is difficult for teachers to judge students' understanding of knowledge points and then carry out the next stage of teaching. Once offline teaching starts, students can hardly keep up with the teaching progress of teachers. Finally, online teaching has become a centralized system of online classes with little interaction, and online teaching has returned to the traditional mode of teacher lecturing and students listening to lectures, and the content is relatively boring (Gao, 2020). In the post-epidemic era, due to the lack of online teaching experience, it is the first time for primary school teachers and students to face such long-term online learning, so there are still many problems. For example: (1) How to arrange courses reasonably, the resources of online courses are all over the network, if there are too many online courses, students cannot get enough rest, it will increase the learning burden; (2) There is no ringtone at home, and it is difficult for parents to ensure that students attend class on time and do not miss knowledge points; (3) Primary school students are not like college students, their self-control is weak, it is easy to lose their mind during online class, some students simply minimize the window of online class, or directly put online class to do other things; (4) The situation of homework is not satisfactory; (5) Staring at mobile phones or computers for a long time will make students' eyes tired, resulting in decreased vision (Xie, 2023). Technological Challenges in Teaching Online It is difficult to meet the requirements of hardware, software equipment and teaching environment required for online teaching, especially for students, due to differences in family conditions, there are problems such as lack of network equipment and noisy surroundings in class. Second, online teaching has special requirements for 17 Post-Pandemic Online Teaching in Senior Primary Schools teachers and students in terms of network information technology, physiology and psychology. More than half of the teachers in the survey had never participated in online teaching before, because the operation of the software was unfamiliar, and accidents occurred frequently in the class process. Third, in the teaching process, if the online video is opened, it is often easy to appear the phenomenon of picture lag; If the camera is not turned on and the teacher talks in front of the screen, the class process is more boring (Lianghua Wang, 2020). Experimental course teaching cannot be carried out online and online teaching cannot conduct activities, which affects the whole teaching process and some students cannot adapt to the difficulty and pace of online teaching (Qing Li et al, 2021). Faced with the needs of blended teaching in the post-epidemic era, the traditional knowledge system seems to be out of place. Generally speaking, the old knowledge system only includes the teaching content, the allocation of class hours and the important and difficult points, which completely fails to reflect the concept of educating people and the teaching concept of mixed teaching (Lu, 2023). From teachers’ perspective, they cannot understand the learning state of students by observing their concentration, so as to adjust the teaching strategy in time. In the teaching process, teachers generally report feeling lonely. In order to ensure smooth teaching, teachers often adopt a silent environment, and cannot feel the mutual feed of feelings given by offline teaching during the explanation process. The online text chat mode is widely used, but teachers often neglect the chat content because they are too focused on the teaching itself. The practical teaching carried out online cannot achieve a wide range of real-time feedback, and the homework submitted online cannot fully and 18 Post-Pandemic Online Teaching in Senior Primary Schools truly show the actual mastery level of students. Some difficult courses with a specific environment for practical teaching, such as competitive sports and engineering construction, are difficult to carry out online; There is still a big gap between some teaching using simulation software and actual requirements, so teachers will feel lack of motivation (Lin, Chen, et al., 2022) In addition, there are environmental factors. Due to the inadequate level of hardware environment construction such as communication network and power facilities, long-term online teaching may encounter power failure and network disconnection. This is an objective factor against online teaching. The lack of learning atmosphere in the environment has a greater impact on maintaining learning enthusiasm and concentration (Lin, Chen, et al., 2022). Communicating and Interacting with Students There is significantly less interaction between students and teachers when teaching online than when teaching offline, and academic performance decreases. In online learning, students mainly use learning equipment to study at home, and teachers and students lack face-to-face interaction. In offline teaching, teachers can ask students to answer questions or remind them to pay attention in time. When explaining important and difficult knowledge, teachers can allow students to discuss in small groups, so as to facilitate students to break through difficult points and deepen their understanding and mastery of key knowledge. In addition, since most teachers use online teaching for the first time, the use of learning platforms is still in the exploratory stage, the role of teachers has evolved into network anchors, and teaching has evolved into a way for teachers to speak and students to listen. Faced with a large number of students, it is 19 Post-Pandemic Online Teaching in Senior Primary Schools difficult for teachers to effectively carry out group discussions or online questions and answers, and there is a lack of learning atmosphere for teachers and students to communicate with each other, so the teaching efficiency and effectiveness are greatly reduced. (Wang, 2021). Teaching quality, as another factor affecting students' satisfaction, has changed in the environment of online teaching. We can not only judge the quality of teaching from the satisfaction of students, but can only discuss the effectiveness of a specific situation based on a specific goal, and should not generally compare online teaching and face-to-face teaching who is more effective (Wanxin Ji, et al., 2022). There is no face-to-face communication between teachers and students in online class, and teachers can only continue the class at their own pace because they cannot know what students have mastered. After class, teachers will not always pay attention to communication equipment, and it takes time to answer students' questions. Moreover, if there are a large number of students, teacher supervision will be greatly weakened. There is also a time difference in feedback and supervision between teachers and students and between teachers and colleges and universities. The efficiency of feedback between teachers and colleges and universities is not guaranteed to a certain extent, which is reflected in the insufficient daily supervision of colleges and universities (Fang, et al., 2021). Assessment of Learning Online Another challenge with online learning has been assessment. The analytic hierarchy process decomposes the overall goal of a project into multiple or sub-criteria, and then decomposes into several levels of multi-criteria, and finally obtains a 20 Post-Pandemic Online Teaching in Senior Primary Schools hierarchical structure, that is, a hierarchical structure model. Through the qualitative index fuzzy quantization method to calculate the ranking of each level, so as to evaluate. The core of analytic hierarchy process (AHP) to evaluate the effect of online teaching is to decompose the attributes of the evaluation object into multiple levels, and combine the components of each level to form a multi-level tree analysis structure model, and then determine the weight of each factor at each level. Finally, on this basis, the quantitative processing is carried out according to a certain mathematical model, so as to obtain the total quantitative evaluation of the evaluation object (Zhuang,2022). In daily life, teachers use the network platform, through the public account, class wechat group, homework QQ group, etc, to help with the assessment, including summative assessment, peer assessment and involving parents to the assessment so as to build a system of harmonious home-school development (Niu, 2021). Teachers clarified the evaluation process of peer interaction in cloud evaluation, including evaluation order, evaluation criteria, and evaluation time. The order of evaluation can be decided by the student group (Niu, 2021). Teachers effectively understand students' attitudes and expectations of online teaching, provide first-hand information for the follow-up improvement of online teaching evaluation, and make the evaluation content multi-dimensional—that is, make full use of online smart classroom software to record the advantages of students' independent learning, from pre-class assignment of learning tasks, in-class explanation and discussion to after-class homework testing, etc., making sure the evaluation run through the whole process of students' online learning, at the same time, increasing the breadth and depth of evaluation by integrating the elements of curriculum ideological and 21 Post-Pandemic Online Teaching in Senior Primary Schools political assessment and learning attitude, integrating formative assessment and summative assessment, and improve the scientific assessment method (Wang, 2023). Challenges for Students with Online Learning Since this is the first time schools needed to engage in online teaching on such a scale, various local policies, specific development methods, and maintenance of online teaching are all still in the exploration stage, which poses several key challenges for the success of online teaching and learning. For example, it is difficult to guarantee the attention of teachers and students for teachers lack a sense of satisfaction, while students lack emotional communication with teachers, and some students are afraid to ask questions (Qing Li et al., 2021). Additionally, although online teaching has improved the ease of access to education for those with technology, the ability for students to attain a deep understanding of content is weak. Similarly, the ability for teachers to provide and students to acquire resources is improved with online education, while the ability to transform for resources into knowledge is limited. Third, plan execution ability to improve optimism, focus on the ability to maintain insufficient improvement. Fourth, students' communication ability is good, and the communication ability between teachers and students needs to be strengthened. Last, as students might get negative emotion when changing back to offline learning and getting distraction on it because they cannot using the computer doing the other things, both students and teachers need more work to reflect the teaching and learning and providing suggestions ( Ren, 2022). Other prior research has emphasized other challenges that have emerged with the change of learning methods during the COVID-19 pandemic. First, with an over-reliance on Internet information, students' lack of rational thinking ability and information 22 Post-Pandemic Online Teaching in Senior Primary Schools identification ability of network knowledge will make it difficult to choose information and easy to be affected by wrong information. Compounding the issue, making all educational content available on technological devices (i.e., computers and phones), has led to the improper use of learning tools; electronic equipment is not only the carrier of learning tools, but also the carrier of various entertainment softwares, so that when students use mobile phones and computers to study, their attention is easily attracted by various entertainment softwares. Last, many students have developed a fragmented learning style when in an online learning environment. Although the fragmented learning method is convenient, the things learned are scattered and trivial, which makes it easy to form the habit of intermittent learning (Qiu, et al. 2022). Studies have found that academic performance has an important impact on an individual's future development, and people with poor academic performance will be difficult to graduate from high school, go to college, and find a stable job (Bynner & Parsons, 2006), and will also face higher physical and mental health risks (Duncan et al., 2007; Hibbard et al., 2007). However, considering the general impact of COVID-19 on the academic education of school-age children (Yu Yang, 2020), it is extremely important to find ways to improve children's academic performance in the context of COVID-19 (Song, 2022). From students’ perspective, when learning online, students are less active in communicating with others. Specifically, the initiative of students to raise their hands to answer questions in class decreases, and the initiative to consult teachers and classmates when they encounter learning problems decreases for they are not concentrated and they do not want to intervene anymore (Wang, 2021). 23 Post-Pandemic Online Teaching in Senior Primary Schools Students lack self-control. Lack of collective learning and mutual influence of the atmosphere, concentration is not enough, attention easily scattered. The interaction between teachers and students and the mutual supervision of students are not sufficient. Due to the unidirectional teaching process and the lack of interactive space, students are prone to fatigue and burnout, and it is difficult to accept the positive influence from teachers and other students, and the learning effect is decreased. Maladjustment Students are not accustomed with coming back into the school to continue their studies while they have already be ineffective during their online courses for there existed too much factors that influence students’ learning. However, the separation of teaching time and space leads to a lot of noise in the teaching process, such as environmental noise and technical noise, which has a great disturbance to the smooth development of teaching. The mixing of living environment and teaching environment leads to noisy environment or easy to be disturbed by daily trifles in class, which affects students' learning status and engagement (Li,2022). Students' independent learning on the online platform is inseparable from computers, mobile phones, tablets and other devices. Because students' self-management and planning ability is weak, schools and teachers neglect to train students in this aspect, which also leads to students' weak awareness of independent learning. If students are not supervised by teachers and there is no stimulating learning environment, some students' learning autonomy will also decline. Students must use intelligent terminal devices when learning online, due to the complete coverage of the network, coupled with the lack of self-control of adolescent students, students will inevitably be tempted by various online 24 Post-Pandemic Online Teaching in Senior Primary Schools entertainment resources in the learning process. Students playing when they should be studying online are sometimes distracted by ads that pop up automatically on their computers. One student said, "They will finish the online learning task quickly regardless of the quality of the completion, and spend the rest of the time on online entertainment." At the beginning of the school year, students' behavior and attitude will have a significant impact on the effectiveness of teaching because they cannot adapt to the environment without electronic devices (Chen, 2022). Low Efficiency and Effectiveness The quality of online learning mainly depends on the initiative and self-awareness of the students. However, many colleges and universities cannot fully reflect the autonomy of students' learning in management. Most of the time, students are in a state of "being chosen", which leads to a long-term lack of initiative and consciousness in learning. (Ji, et al., 2022). The urgent application of online teaching has made many students not completely change from the traditional fixed mode of offline education. It can be seen from the survey that the main problem is the weak consciousness of students' independent learning. There is no teacher's constant supervision, the content of online courses is boring, and the students cannot concentrate on electronic devices. Under various factors, the efficiency of online courses is not high, which brings negative learning attitude and reflects the insufficiency of students' learning ability (Fang, et al., 2021). The Opportunities of Infusing Online and In-Person Teaching and Learning The COVID-19 is both a difficulty and an opportunity, putting forward unprecedented requirements for the comprehensive improvement of education 25 Post-Pandemic Online Teaching in Senior Primary Schools informatization, forcing college teachers to step out of the comfort zone of traditional teaching mode and quickly adapt to the Internet education mode (Chen et al., 2022). Before the outbreak of the novel coronavirus pneumonia, the development of online teaching reform was slow. The outbreak of the novel coronavirus pneumonia epidemic has made it difficult to carry out offline teaching normally, and the world is urgently seeking for a good solution, and online teaching has entered the public's vision again. Until 2021, the domestic novel coronavirus pneumonia epidemic has been controlled, but the development of the global novel coronavirus pneumonia epidemic still has great uncertainties and risks. Students' cross-border study in overseas universities is still inconvenient to carry out, and it is difficult to replicate the parallel teaching model of "offline + online" that has been widely opened in China in the post-epidemic era. Therefore, the demand for online teaching is still in a rising stage, which is a good opportunity for the development of online teaching and an opportunity not to be missed (Li, et al., 2022). Discover the Usage, Advantages of Online Teaching For a long time, subject to the objective conditions of insufficient ability of English teachers in rural primary schools, shortage of educational resources, difficulties in teaching practice, and low degree of information technology, there is a huge gap in teaching quality compared with developed areas, especially first-tier cities. English language learning is a systematic project, not only in memory and understanding, but also in listening, speaking, reading and writing, which needs to be guaranteed by teachers' ability, teaching resources, teaching practice and other aspects. At present, the popularization and in-depth application of information technology provide a rare 26 Post-Pandemic Online Teaching in Senior Primary Schools opportunity and challenge for the development of English teaching in rural primary schools. With the help of online resources and multimedia technology, the diversification of classroom teaching can be realized and the gap between urban and rural education can be narrowed. As the main application way of education informatization, it is generally believed that online teaching can play an important role in rural education and improve teaching quality (Zhu, 2022). The classroom with Internet technology as the core can integrate and summarize a variety of resources, so it can highlight a variety of advantages in the formation of evaluation. The Internet brings diversity of evaluation, teachers can according to the characteristics of the Internet integration of resources, expansion and extension, to carry out multiple evaluations, to reflect the value of Internet technology. In order to realize the advantages of Internet technology, teachers need to do the following two things. First of all, it is necessary to reflect the subjectivity of students, and at the same time, it is necessary to pay attention to the participation of students. It is necessary to adjust the traditional teacher-led classroom teaching method, change the one-way evaluation path of teachers, make the evaluation more macro and comprehensive, and allow students to have the opportunity to participate in the evaluation. At the same time, in the evaluation content, we should also think more about the rigor and interactivity of language, pay attention to students' experience and feelings, and aim at cultivating students' emotions and abilities. On this basis, teachers should form a diversified evaluation, which can be achieved by adding evaluation elements (Zhu, 2023). Emerging Technologies that Enhance Online Teaching and Learning Micro-learning is a new innovative learning concept derived from the support of 27 Post-Pandemic Online Teaching in Senior Primary Schools Internet technology in the Internet era and it is a new learning mode that takes the wireless intelligent devices represented by smart phones, ipads, PDAs and PCS as the communication carrier, takes the condensed knowledge points of courses as the learning units, and relies on wireless mobile network technology to obtain educational information resources, teaching information and education services (Ji, 2017). It is a new mode of modern knowledge transmission and knowledge learning, at present, the normalization and popularization of intelligent terminal applications have laid a realistic foundation for the application of micro-learning in teaching practice, with the deepening of teaching reform, in the open network teaching environment, the big learning mode has gradually developed from the traditional classroom learning to personalized learning, group learning, virtual learning and ubiquitous learning(Ji, 2017). The convenience of mobile devices makes electronic books the first choice for students to acquire knowledge. In the survey, it is found that almost all students learn online every day, and students prefer to learn online for under the Internet learning environment, students' learning extends from classroom to after-class, from campus to off-campus, and offline to online (Guo, 2022). Students can have micro-learning outside the classroom as long as they want, with the support of new technologies, there are more and more links in the learning space, and physical space and network information space are connected, meanwhile, the content of learning has been explored (Guo, 2022) Keys to Improve Online Teaching & Learning Prior literature can help us to identify some of the steps required in order to overcome the challenges with online learning and teaching described above. We need to continue to improve the network support conditions, enhance the platform service 28 Post-Pandemic Online Teaching in Senior Primary Schools capacity, gather resources from all sectors of society, adopt appropriate teaching methods, and optimize education management services (Ministry of Education of PRC, 2020). These multiple platforms also have certain requirements for teachers, such as a real-time collaborative editing function for documents to realize real-time demonstrations of content, the calculation steps for problems, etc. so that functions of online teaching platform could be fully used for check-in, quick answer, and topic discussions; this is critical to increase the interest of learning and ensure that students could keep up with others to the greatest extent (Luo, 2020). Previous research suggests that teachers are also critical to the success of online learning and should play a leading role in the process of transferring knowledge and use various online teaching methods to promote students' active learning (Zou, 2020). Secondly, teachers should be knowledge sharers. In online teaching, teachers should remake the role of sharing knowledge. Teachers should reduce the proportion of text teaching and provide rich online teaching resources. Thirdly is the companion of learning. When students encounter difficulties in the process of independent learning and thinking, teachers need to intervene in time. Teachers' intervention is not a simple substitute, but gradually guide students to solve problems. Last is the witness of learning. One of the incomparable advantages of online teaching is that all learning processes can be recorded (Zou, 2020). Teachers' online education experience and willingness to engage in online education will greatly affect their work enthusiasm, self-efficacy, work engagement and career commitment. In the post-epidemic era, teachers' ability to cope with crises and changes and their ability to independently carry out teaching work should be improved, 29 Post-Pandemic Online Teaching in Senior Primary Schools and teachers should have the professional spirit of facing uncertainties, bravely facing difficulties, and taking the initiative to change (Lv, 2022). Eliminate the Disadvantage of Teaching First, schools and relevant education departments should make adequate preparations before carrying out online teaching, including psychological counseling for teachers and students. Second, for teachers, because of different majors, online needs and effects are also different, online teaching should be arranged differently. Third, students often raise unexpected questions and insights in the process of independent learning, which requires teachers to expand their knowledge base, answer students' questions and discuss with them (Wang, 2020). From the policy level, regional education departments, teachers and other organizations can lead the construction of online teaching resources cloud platform; From the level of equipment and technology, the online teaching platform can be further optimized; Teachers can make more specific learning task plans for students with different characteristics, and strengthen the supervision of students' after-school learning through live broadcasting and uploading videos. At the same time, they also need to pay attention to students' ideological education and strengthen communication with parents. For students, when participating in online teaching, they should learn to adjust their mentality, understand that online teaching is not a holiday, and adapt to the home learning environment; At the same time, parents should also give certain supervision and guidance within the scope of their ability (Shi, 2022). All in all, we should improve the assessment mechanism of online English teaching in schools, enhance the information technology literacy of primary school 30 Post-Pandemic Online Teaching in Senior Primary Schools English teachers, and improve the ways and methods of online English teaching in primary schools. At the same time, it is also necessary to improve students' ability to adapt to online learning, cultivate students' self-management and self-learning habits, guide parents to actively cooperate with online English teaching, and promote the formation of online teaching pattern of collaboration between schools and families ( Zhu,2022). Methods This study sought to investigate the experiences of teachers and students with online teaching and learning during the COVID-19 pandemic era as well as the perceptions of the future of online teaching and learning in the post-pandemic world. Our investigation used a concurrent mixed methods design involving interviews with teachers and a survey of students at a primary school in China. Below we detail how data was collected and analyzed as well as potential limitations of our approach. Data Collection In alignment with a concurrent design, we collected qualitative data through interviews with teachers and students at a primary school in China, asking about 1) their experiences with online teaching and learning during the COVID-19 pandemic and 2) their perceptions of online teaching and learning in the post-pandemic period while simultaneously collecting quantitative data through a survey for students and teachers to broaden our understanding of the experiences of students and teachers through multiple perspectives. Research Setting: Elementary School in Yangpu District The site of this research was an elementary school in Yangpu District, Shanghai, 31 Post-Pandemic Online Teaching in Senior Primary Schools China. This primary school is operating by the government and students will not be charged for any tuition fee. There are five grades in this primary school, from grade one to grade five. Each grade has four classes and each class holds about thirty to fifty students. For the privacy and safety of the teachers and students in the school, this school was anonymized and was called `School A’ throughout this study. Interviews with Teachers For the qualitative portion of our study, we used a purposeful sampling strategy to identify four teachers from a primary school who participated in the interviews. Teachers with expertise from a variety of subjects were invited to interview, ensuring a representation of perspective across a variety of subjects. The interview protocol for teachers is presented in Appendix A, which was adapted from a prior study (Ma, 2019). We reviewed the interview protocol after the first interview and addressed any necessary revisions to the interview protocol before conducting the remaining interviews. Interviews were semi-structured, following the interview protocol but also allowing for divergence based on the participants’ and researchers’ needs during the interview. Interviews lasted for thirty to sixty minutes and were recorded using zoom recording function. For the interview, a total of four teachers were interviewed, including a Chinese literacy teacher, a mathematics teacher, an English teacher, and an Art teacher (and director of teaching). Among them, the teaching experience of Chinese literacy teacher is twenty-eight years, the teaching experience of mathematics teacher is fourteen years, the teaching experience of English teacher is fifteen years, and the teaching experience of art teacher is twenty-four years. The reason for selecting the four teachers are as followed: 32 Post-Pandemic Online Teaching in Senior Primary Schools f1) these four teachers cover the main and secondary subjects of primary schools and have corresponding representation for the courses, 2) their average teaching experience are about twenty-five years and have deep teaching experience in the field of their subject, and 3) they can fully express their own views based on the actual situation of online teaching during the post pandemic era of COVID-19. We first conducted the interview on a primary school in Yangpu District, Shanghai. According to our interview plan, combined with the actual epidemic prevention and control plans of Shanghai and the school, comprehensively and fully taking into account teachers' leisure time, and in line with the principle of staggered peak, from March 7 to March 9, 2024. In order to ensure the authenticity and reliability of the interview data, the four interviews were recorded with the consent of the interviewees and their full knowledge. In addition to the notes taken in the interview, after the interview, the main points of the interview will be sorted out according to the notes and video recordings, and the interviewees will be verified again to ensure the correctness of the content. Finally, the data obtained from the interview will be interpreted. Survey of Students While completing interviews with teachers, we sent a survey to a broader group of student participants at the same school. The survey was distributed at the school on March 14, 2024. With the full consent of the teachers and students of the school, we made necessary instructions for the respondents to fill in the survey, so as to ensure the effectiveness of the survey and smooth development on our research. Then, after the students completed the first, second and third parts of the survey, we asked them to hand in the survey to their parents to fill in the fourth part. In consideration of the possibility 33 Post-Pandemic Online Teaching in Senior Primary Schools that students might forget their survey at home, and in order to bring unnecessary trouble to the epidemic prevention and control of the school, we collected all the survey data on March 20, 2021. A total of 100 surveys were collected. The survey, which was developed based on a survey from prior research on online teaching and learning in China (Cui, 2019), is available in Appendix B. The survey addressed several elements including before class (Part 1), during class (Part 2), after class (Part 3) and parents’ ideas (Part 4). The survey is designed and carried out in five aspects: likeness, dislikeness and comprehension of online teaching, usage and value of online teaching, achievement and improvement from online teaching, students' personal initiative and factors that interfere with students. For the survey, a total of fifty-one male students and forty-nine female students were involved in the survey. Our sample included fifty-two students in fourth grade and forty-eight students in fifth grade. Protecting Participant’s Data and Anonymity All participants were provided an informed consent form prior to participating that was reviewed and approved by IRB. Both consent forms (one teacher and one student participant) and two recruitment letters were provided in Appendix C and D, respectively. Participation in the study was completely voluntary and all participants were anonymized. All elements of the data collection and participant selection process for interviews were reviewed and approved by IRB. Printed versions of the consent form and survey were given to the students during school and collected once they completed the surveys. The signed consent forms and surveys were securely transported to the researchers for analysis. Data Analysis 34 Post-Pandemic Online Teaching in Senior Primary Schools Using a concurrent mixed methods approach, we would analyzed interview and survey data simultaneously. Recorded zoom interviews were transcribed and reviewed by the researchers for quality, including the use of member checking with participants to ensure accuracy of understanding participant’s meaning. After the interviews were transcribed the research team engaged in initial and secondary coding followed by thematic analysis. For the quantitative data analysis, we first needed to enter the paper survey data manually into an excel spreadsheet. And then began analyzing the survey responses using descriptive statistics such as summary counts of responses to survey items. We then used of summary counts of responses in table and visual form would help us to analyze and understand student’s experiences. By simultaneously collecting and analyzing data from both teachers and students, we were able to better our understanding of teachers and students experiences and perceptions of online learning in China. Limitations From our perspective, this research had a few limitations. First, as our sample was only one primary school from one district in one city of China, our findings may not be generalizable to other populations of teachers and students and their experiences, perceptions, and obstacles of online teaching. Another concern is that, when it came to the period of the beginning of the COVID-19, researchers were concentrating on exploring the online teaching, while during the post-pandemic era, comparatively speaking, online teaching was prospering and becoming more mature, as a result, building a system of beginning of online teaching would not be practical any more, as do our research. In addition, our research does not address all of the elements included in 35 Post-Pandemic Online Teaching in Senior Primary Schools online teaching; there was no chance that we could cover all the aspects of online teaching. Last, our research is not generalizable to all regions. As our research is conducted in China, due to different culture and teaching patterns, our research might not be practical for online teaching of another country. It might not be practical even for the western area of China since the technology, atmosphere and condition of teaching is different in Eastern China compared to Western China. Findings In accordance with a concurrent mixed methods design, we organize and share our findings by research questions and mix the results from student surveys with interviews with teachers. Experiences and Perceptions of Digital Platforms for Online Learning The interview results showed that the interviewed teachers cooperated closely with the school in teaching and were able to complete the online teaching work during the post-epidemic period. What Platforms Are Used for Online Teaching and Learning? All four teachers used a combination of Tencent Conference and Dingding (Dingtalk) multi-platforms to complete their online teaching. Two teachers mentioned that they used other extra platforms for teaching, such as Xuexitong, classin, etc. All teachers said that the school has a 20+20 online teaching mode. This model involves having students watch twenty minutes of public courses organized and broadcast by department of education of Shanghai in Shanghai micro school air class and then broadcast their courses live through Dingding, Tencent conference for another twenty minutes. At the same time, while teachers are using the other 20 minutes to explore and 36 Post-Pandemic Online Teaching in Senior Primary Schools extend the course a little bit more based on the first 20 minutes taught by the united course developed by the Ministry of Education, the courses are extended and knowledge points are sorted out. Strengthening students' cognition of knowledge points and assigning homework through the Dingding platform after class to consolidate students' learning of knowledge points are methods used mainly for students’ homework. Results from the survey of students indicated that forty-eight students use Dingding platform for learning, twenty-five use Xuexitong platform for learning, thirteen students use Tencent cloud platform for learning, and eight students using wechat and six students using other platforms for their learning (Figure 1). Figure 1 Platform Students Use for Online Learning 60 50 48 40 30 25 20 13 8 10 6 0 Dingding Tecent Xuexitong Wechat Classin Student’s Learning in Online Contexts Next, we summarize results from the survey on student’s perceptions of their ability to learn independently. Online learning materials provided by teachers played an auxiliary role in students' learning, and students' autonomous learning ability has been 37 Post-Pandemic Online Teaching in Senior Primary Schools improved; the majority (85%) of students indicated that the learning materials provided by teachers online are mostly or somewhat helpful to their study (Figure 2). Figure 2 Whether Learning Materials Provided by Teachers Online are Helpful to Study No 15 A little 45 Yes 40 0 10 20 30 40 50 Figure 3 summarizes students perceived gains from online learning. More than half of the students (fifty-seven) indicated online learning helped them with ‘improvement of independent learning ability’, and fifty-three of them thought that it ‘gave them more independent learning time’. Another thirty-five students indicated online learning helped them to ‘deepen and review what they have learned better’ and twenty-six more indicating ‘giving them more learning resources’. Collectively, these results indicate that learning materials provided by teachers play an auxiliary role in students' learning to a certain extent, and students will also study and learn the teaching materials provided by teachers on their own, so as to improve their independent learning ability. Figure 3 Gains of Online Learning 38 Post-Pandemic Online Teaching in Senior Primary Schools Others 0 Narrow the gap with classmates 8 Mmore leaning resources 28 Deepen and review what they have learned better 35 More independent learning time 53 Improvement of independent learning ability 57 0 10 20 30 40 50 60 We compared students’ perceptions of their academic achievement with their parents and teachers and found interesting discrepancies. The results of the survey suggest that when students are asked to evaluate the current academic performance, fortythree students think that the current academic performance is excellent. However, when parents are asked whether they think their children's academic performance has improved through online teaching, only twenty-one parents say that their children’s academic scores have been greatly improved (Figure 4). According to the interview results, all four teachers reported the students' performance had not been improved during the online teaching period, and two teachers said that the students' performance had not been improved but had actually declined with the inclusion of online learning. Teacher’s referenced their experiences that, when the school opened normally for offline teaching, they organized tests based on the students' online learning, and the test results indicated that the students had forgotten a lot of things they had been taught. They found vacancies in students’ knowledge in papers, suggesting that the students' cognitive level is insufficient and the knowledge point is not 39 Post-Pandemic Online Teaching in Senior Primary Schools comprehensive enough. Figure 4 Students and Parents Responses on Current Academic Performance 50 45 40 35 30 25 20 15 10 5 0 Excellent Well-being Students Medium Needs to be improved Parents Students’ Learning Autonomy of Online Teaching During The Post-pandemic Era This part will analyze students' learning autonomy in online teaching by explaining their behavior during and after class. From the survey of students, it is found that most students think their performance in class is pretty good. The survey results suggest that when students are asked to self-evaluate their performance in class, seventyeight students choose to listen carefully and think actively in class. (Figure 5). Figure 5 Student's Self-Evaluation of Class Engagement 40 Post-Pandemic Online Teaching in Senior Primary Schools Wrting homework irrevelent subjects Wandering on self-consciousness Carefully listening with not too much thinking Carefully listening with positive thinking, discussing with teachers or classmates… Carefully listening with positive thinking 0 5 10 15 20 25 30 35 40 45 50 When asked about the completion of their homework on online platforms, forty-three students said that they had completed all of it and forty-five additional students indicated that almost all of their homework would be completed (Figure 6). Figure 6 Students Reporting on Homework Completion Most of them All of them 4% Only a part of them Not at all 8% 45% 43% When asked whether students have the habit of preparing for new lessons before class, thirty-seven students said that they often read books before class, while thirty-five others said they would only do so when asked by the teachers. Eighteen people said that they prepare for class without needing to be required to do so by the teacher (Figure 7). 41 Post-Pandemic Online Teaching in Senior Primary Schools Figure 7 How Students Prepare for Online Learning Not at all 7 No time for previewing 3 Based on their own interests 18 Preview the lesson only with the requirement of the teacher 35 Always read the book 37 0 5 10 15 20 25 30 35 40 When parents were asked whether their children would learn consciously and effectively after class, sixty-one parents said yes (Figure 8). Figure 8 Parents Perceptions of Students Learning Effectiveness Outside of Class Yes No 39% 61% When parents were asked about their children's performance when teaching online, fiftynine parents said their children would listen carefully and think positively (Figure 9). Figure 9 42 Post-Pandemic Online Teaching in Senior Primary Schools Parents Perceptions of Students Engagement During Online Classes Writing homeowork on irrevelant subjects 4 Wandering on self-consciousness 14 Carefully listening with not too much thinking 23 Carefully listening with positve thinking, discussion with teachers and classmates sometimes 44 Carefully listening with positve thinking 15 0 5 10 15 20 25 30 35 40 45 50 We pose two reasons why parents believe that students are effectively listening to lectures and learning, but students have not actually made progress in academic performance. On one hand, parents only pay attention to the superficial phenomenon of students attending classes and completing homework, and do not actually understand the specific content of students' learning and the prognosis of the learning content. On the other hand, parents will be busy with their own work and barely have time care for students’ academic performance learning online. Through the survey data, it is found that students do not set learning goals for themselves, which is one of the reasons for the failure of students' academic performance. According to the survey results, when asked whether students would set learning goals, twenty-two students indicated ‘No, just study according to the lesson plan used by the teacher for guidance’ and twenty-three other students selected ‘No, study freely, learn what you want to learn, learn as much as you can’ (Figure 10). Figure 10 43 Post-Pandemic Online Teaching in Senior Primary Schools How Students Prepare for Online Learning Yes, setting a general goal with adjustments based on the reality 11 Yes, setting a clear goal step by step accoring to the reality 44 No, study freely, learn what I want to learn, learn as much as I can 23 No, only follows teachers' lesson plan 22 0 5 10 15 20 25 30 35 40 45 50 Teacher’s Perspectives About Continuing Online Teaching The interview results show that different teachers hold different views on online teaching during the post-epidemic period. Chinese literacy teachers and mathematics teachers hold positive views on this. They believe that online teaching gives teachers and students more opportunities to learn, which is an attempt in a new sense. It strengthens the contact between students and teachers in class. Meanwhile, the combined use of multiple platforms enables teachers to better supervise the completion of students' homework. However, English teachers and art teachers raised their concerns on online teaching. English teachers believe that the learning effect of online teaching is very poor, with many uncontrollable factors, and students’ consciousness may eventually be greatly reduced because of desertion and other reasons, which will lead to the regression of students' performance over time. The English teacher said in the interview: The actual learning effect of online teaching is not ideal for students may hanging on online courses, but actually doing other things, or they were wandering on 44 Post-Pandemic Online Teaching in Senior Primary Schools their own thoughts, which will lead to poor learning effect, being unable to master the content, coupled with the lack of consolidation and review of knowledge points, which will lead to a decline in academic performance. Arts teachers believe that online teaching should be used only in special periods and under special circumstances and offline teaching should be mainly used, because arts involves factors such as manual production, while online teaching students cannot visualize it, and online teaching will cause more damage to students' eyesight. According to the interview results, Chinese literacy teachers believe that due to the adjustment of class hours, the teaching content will be too simple and rare, because the public basic courses will not be very in-depth, and the difference is still relatively big. At the same time, because of the inability to organize tests in time, it is impossible to grasp the actual learning situation of students. On one hand, English teachers believe that it is difficult for students to learn things in online teaching during the post-epidemic period, and they will soon forget them because of their unreliable grasp of knowledge. After the actual test, they found that the knowledge points learned in online teaching during the post-epidemic period were seriously forgotten. The mathematics teacher added that due to the adjustment of class time, the actual teaching plan and teaching content should be adjusted and compressed, and the teaching courseware should be re-made by themselves in order to better streamline the operation of the course. On the other hand, art teachers consider from the perspective of students' own that students need to complete more homework during online teaching during the post-epidemic period. At the same time, due to the superimposed tasks of each discipline, students' actual homework will become more heavy than in daily life, and they cannot get enough rest. 45 Post-Pandemic Online Teaching in Senior Primary Schools English teachers believe that sometimes they cannot complete the content they need to teach or translate what they want to teach students offline into online teaching. Due to the interference of multiple factors, students can actually learn less. In the interview, the English teacher said: in order to ensure the teaching progress, and the actual teaching of each class is only twenty minutes, we can only refine and compress the knowledge content, emphasize the key content with the students, omitting the introduction and the end of the teaching, and hardly let the students practice when explaining the knowledge. Only the most important knowledge points can be explained in the limited time and the corresponding exercises cannot ensure that students can use the knowledge points to solve problems and cannot guarantee the quality of students' lectures, and they have to catch up with the progress in order to complete the teaching, and the quality of students' learning is not ideal with the time flows. Teacher’s Attitudes Towards Online Teaching According to the data of this interview, most teachers give high comments to the use of online teaching in the post-epidemic period. Teachers generally agree that online teaching is effective. A teacher pointed out in the interview that "online teaching can break the restrictions of regional space and time, effectively reduce the risk of infection of the COVID-19, so that students have more independent learning opportunities, and parents have the opportunity to participate in the cloud classroom." As an extension of offline teaching, online teaching implements the concept of lifelong learning. At the same time, it is flexible in time and space. Students can choose their own learning time 46 Post-Pandemic Online Teaching in Senior Primary Schools independently, and it also gives the crowded offline classroom a new teaching method, that is, a space for students conducting discussions. In online teaching, teachers can issue diagnostic assessment in advance to understand students' comprehension of knowledge points. Since the platform has the ability of automatic homework inspection on multiple choices, it also saves teachers a lot of time. Before class, teachers can upload learning materials through the platform in time, and students can also contribute the teaching materials they have searched, which greatly expands students' learning resources. Most teachers believe that they will continue to use online teaching, because it is not only the general trend of the development of the era, but also an extension of traditional offline teaching to provide students with lifelong education ability. At the same time, online teaching is also an inevitable product of the progress and development of the era. Chinese literacy teachers believe that offline teaching and online teaching should be combined. For example, if some students are sick, their courses can be converted to online courses, which not only facilitates the management of the school, but also does not lag behind their own learning. Of course, this requires us to continue to vigorously develop and improve online education and have more online education and teaching resources. For example, when teaching some geometric objects, it is best to use perceptual methods to let students understand the shape and hardness of the object, etc. One of the disadvantages of online teaching is that students cannot feel the state of the object. However, when it comes to homework, the online platform can be made full use of for students to upload their work in time, so that teachers will give timely feedback, reducing the burden of their own work. English teacher believes that the decision should be made according to the actual epidemic prevention and control 47 Post-Pandemic Online Teaching in Senior Primary Schools policies. Arts teacher believes that online courses should be used as an auxiliary tool to teach, because from the perspective of teachers, online teaching can make teachers work at home with more relaxation, but the essence of education is for students, and offline teaching should still be chosen as major teaching method to provide students with a good learning environment and atmosphere. Why Do Teachers Have Varying Perspectives on Online Teaching? Different teachers may hold different views on online teaching. The author summarizes the interview data to find the following reasons: First, each teacher has a different starting point. For example, art teachers will consider students' health status from the perspective of students' academic performance, while Chinese literacy teachers think that online teaching is beneficial to students who are sick at home. Secondly, online teaching has different experiences for teachers. Some teachers think that online teaching is relatively easy for teachers for the working time is relatively flexible, so they are more supportive on online teaching, while some teachers think that the actual teaching effect is better from the perspective of students, so they prefer offline teaching. Finally, from the perspective of students, some teachers believe that online teaching can provide students with more learning resources and allow them to do what they can according to their learning ability. In addition, their parents can also play a certain supervisory role in studying at home, so they prefer online teaching. However, some teachers think that online teaching will cause some interference factors to students, while in the traditional classroom, they can better grasp the teaching rhythm and timely check the knowledge points, so they prefer offline teaching. Compared with traditional courses, online teaching also has many advantages and 48 Post-Pandemic Online Teaching in Senior Primary Schools disadvantages. The interview results indicate that in terms of teaching advantages, Chinese literacy teachers believe that compared with traditional teaching, students have more freedom and more disposable time. For recorded and broadcast courses, students can choose their own learning time, which is more flexible. Mathematics teachers believe that online teaching can deepen students' understanding of knowledge points by watching playback. The other two teachers, on the other hand, consider from the policy aspect that this is a special period of education and such teaching method and should be supported. In contrast, online teaching also has some disadvantages. Chinese literacy teachers think that first of all, the joy of teaching will be reduced, resulting the students' learning motivation may be reduced, and then produce some negative aspects of learning attitudes. English teacher think from the perspective of the use of hardware, students in lower grades are unfamiliar with the operation of software and hardware may affect the normal courses. Art teacher believe that long-term exposure to screens can damage eyesight and that students' attention is not easy to concentrate when teaching online. In terms of cultivating cooperative inquiry ability, all four teachers said that when online teaching was conducted during the post-epidemic era, typical unilateral teaching was the main teaching method. In terms of cultivating students' autonomous ability, Chinese literacy teachers said that students can be guided to complete intensive learning and training in the form of task lists. Mathematics teachers said that they would work with other teachers to prepare exercises to help students strengthen the knowledge points students learn and strengthen their practical application ability. Home-School Online Teaching The results of the interview indicate that teachers have some views on the home- 49 Post-Pandemic Online Teaching in Senior Primary Schools school-teaching protocol during the post-epidemic period. Chinese literacy teacher believes that some platforms and software should be used first to keep feedback with parents, including feedback on homework and learning, so as to deepen parents' participation in children's teaching. Second, maintaining the necessary contact between home and school, and publishing relevant announcements in a timely manner should be very important. Third, English teacher admits that they will regularly attend teacher seminars and online meetings with parents, with two main purposes: strengthening the interaction between teacher teams, so as to sharpen their lessons and learn from each other, and discuss problems existing in online teaching and countermeasures; On the other hand, is to eliminate parents' aversion to online teaching in a timely manner. Art teacher considers from the level of parents that the burden of parents will increase during online teaching, and should timely communicate with parents and do a good job of necessary guidance. Students’ Perspectives Towards Online Teaching during The Post-Pandemic Era Students and parents generally have a good understanding of online teaching. The survey results show that ninety-one of the students said that they understand online teaching very well or mostly, with only nine students said that they understand online teaching only moderately (Figure 11). Similarly, seventy-three of parents said that they are very familiar with online teaching with twenty-four saying that they understand online teaching only moderately. Only three parents said that they could hardly understand the online teaching. Based on the cultural level of the Chinese population (State Statistics Bureau, 2021), we can understand this situation very well because most parents are not educated enough and do not know too much about the Internet. It is 50 Post-Pandemic Online Teaching in Senior Primary Schools understandable that rural parents in western China do not have enough comprehension of online teaching or do not understand online teaching, which results to their inoperable of online teaching. Figure 11 Whether Students and Parents Know What Online Teaching is 70 60 50 40 30 20 10 0 Full Comprehension Pretty Much Students Medium Level Not Really Parents However, the school has made full preparations in advance to ensure the smooth implementation of online teaching. In the literature review part of this article, Pu (2020) mentioned that 64.1% of parents said they were not clear about their children's online courses and 52.4% of parents said they could not operate the system. In this regard, before the launch of online teaching, the school has carried out an online teaching mobilization conference, in which parents were required to participate and explained the application and function of the online teaching platform system to ensure that parents understand, support and can operate the online teaching system. After the meeting, the school also issued the online teaching system operation instruction manual and the students' curriculum schedule, which clarified the class method, time and course content. 51 Post-Pandemic Online Teaching in Senior Primary Schools In this survey, 78% of the students admitted that they have mobile phones or tablets for online teaching, which basically excluding hardware interference factors. (Figure 12). Figure 12 Whether Students Have Electronic Devices for Online Teaching Yes No 22% 78% As for the conditions that a small number of students (22%) fill in that there is no online teaching devices they could use, on the one hand, the author believes that this situation does occur, but they still complete online teaching with the help of electronic devices provided by their classmates, parents, cousins or schools, etc. On the other hand, parents sometimes limit the time for students to use electronic devices, which leads to situations where students may think they do not have their own electronic devices. According to the data of this study, when students were asked the extent to which they enjoyed online learning, the survey results show that 39 students indicated that they like the online teaching, 50 students indicated it was okay, while 11 students choose that they do not like it (Figure 13). Figure 13 Whether Students Like Online Learning 52 Post-Pandemic Online Teaching in Senior Primary Schools 60 50 50 39 40 30 20 11 10 0 Very Meduim No According to the survey, most parents like the online teaching mode. The survey results highlight that when parents were asked if they liked the online teaching mode, 40 parents said they liked it, 23 parents said they liked it very much, 28 parents said they were okay with it, and only nine parents said they did not like it. (Figure 14). Figure 14 Whether Parents Prefer Online Teaching 45 40 40 35 28 30 25 23 20 15 9 10 5 0 0 Hate it Unclear 0 Very like it Like it Medium Dislike it However, according to the data of this study, when students were asked whether they prefer online teaching or offline teaching, they chose that they prefer offline and face-toface teaching. Among the one hundred students who participated in the survey, only twenty-six students preferred online teaching, while only twelve students chose online 53 Post-Pandemic Online Teaching in Senior Primary Schools teaching as the main teaching method, supplemented by offline teaching (Figure 15). Figure 15 Which Teaching Method Do Students and Parents Prefer From the perspective of parents, their opinions on the adoption of online or offline teaching in the future are divided. A total of 55 parents wanted teachers to use offline teaching exclusively or mostly offline teaching supplemented by online teaching. The remaining 45 parents hope that teachers could continue to use online teaching or online teaching mainly, supplemented by offline teaching. (Figure 14). To sum up, at this stage, teachers, students and parents have a better understanding of online teaching, and can basically eliminate the obstacles caused by hardware. For online teaching, most students like it very much, and they prefer the offline teaching better. As for the teaching method of online teaching, students hope to carry out teaching in the way that online teaching and offline teaching are supplemented, and most 54 Post-Pandemic Online Teaching in Senior Primary Schools parents also like and understand the method of online teaching. Obstacles for Effective Online Teaching during The Post-Pandemic Era Teachers have faced many problems when teaching online during the postpandemic era. The Chinese literature teacher said that in addition to some students think that the teaching content is relatively simple and could only learn less, the problems encountered in online teaching are that students cannot take notes in time, and the teaching content cannot exceed the syllabus, which may result in that students only have basic cognition of the knowledge and knowledge points cannot be expanded and extended. On the other hand, the English teacher thinks that they cannot strengthen and consolidate the knowledge they have learned in time, because new lessons are taught every day and they just don’t have time for that. At the same time, some students' acceptance ability is poor, which leads to problems such as inability to make overall consideration and inconsistent teaching stability, so online teaching does not have the characteristics of sustainable development. Art teacher thinks that such teaching could not involve some crafts that need to be made by hand. Now, after some hands-on projects are omitted or cannot be completed, the overall interest of the course will also decline. According to the interview results, the four teachers all agreed that in order to prevent the students from influencing the teaching through frequent use of irrelevant functions such as ‘Emoji’ during the teaching period, all students may be placed in a state of silence during online teaching. Therefore, there were not too many teaching activities. Online teaching during the post-epidemic era will be subject to many limitations. First of all, students will be affected by various factors during online teaching, both from their perspectives as students (Figure 16) and from the perspectives of their parents (Figure 55 Post-Pandemic Online Teaching in Senior Primary Schools 17). Figure 16 Factors Distracting Students' Attention Not affected at all 28 Games/Chatting 49 Boring recorded teaching videos 35 Sounds in the environment 20 Slow Internet 14 Never watching the videos 2 Others 0 0 10 20 30 40 50 60 Figure 17 Main Difficulties Parents Encountered During Online Teaching Others Slow Internet with low access to the class or resources Children get less practices and it's hard to improve their academic performance Out of the line with the textbook severely Teaching contents are too simple/complicated, which do not match with students' current level Children are distracted in class and will do other things 0 5 10 15 20 25 30 35 Through this survey of students and parents as well as interviews with teachers, it is not difficult to see that students will be distracted during online teaching, which results in a discount in the effect of online teaching, resulting in poor teaching effect. How do Teachers Addressing Obstacles to Online Teaching? The interview results showed that every teacher would appropriately modify their 40 45 50 56 Post-Pandemic Online Teaching in Senior Primary Schools teaching design when conducting online teaching during the post-epidemic period. For example, when the Chinese literacy teacher talked about her teaching design, she said: " in the teaching plan, the original introduction part is omitted, which includes allowing students to discuss the characteristics of the color change of incendiary clouds and having students say the characteristics of their favorite incendiary clouds through some pictures. Instead, the characteristics of incendiary clouds are directly told to students, requiring them to remember them. After emphasizing the main points of the text, I should choose a paragraph to have students recited these parts. However, art teacher is looking for some alternative methods. Considering that art is difficult to implement online, teachers will ask students to prepare materials in advance for hands-on courses and make their own according to videos. Similarly, mathematics teacher will also increase the application of models in practice. Although students cannot touch or perceive specific models in the process of online teaching, the cognition of models through other sensory systems will enhance students' ability to understand. English teaching teacher needs to shorten the usual lesson plan to less than twenty minutes, which also puts forward some specific requirements for teaching work, not only in terms of class hours need to be streamlined, but also to ensure the quality and quantity of the teaching effect, while allowing students to get enough practice. These findings from the interviews with teachers aligned with findings from the student survey. According to the results of the survey, teachers also made great efforts to enhance students' learning interest and find suitable teaching content during online teaching (Figure 18). Many students indicated the importance that the content is diverse 57 Post-Pandemic Online Teaching in Senior Primary Schools and interesting (49) or that it was appropriately difficult (59). It is not difficult to see from the survey results that teachers will not only consider the difficulty of the course, but also consider the diversification of the presentation of the course when teaching online during the epidemic period, so as to ensure students' learning. Figure 18 How Teachers Will Choose the Content for Online Teaching Others 0 Fit for students' interests 18 Easy accessibility for teaching resources 11 Appropriate difficulty 59 Diverse teaching approaches and attractive teaching content 49 0 10 20 30 40 50 60 70 As more evidence that when teachers choose teaching content online, they will take into account the actual situation of students, according to the survey results, when students were asked whether teachers would take students' actual situation into account when choosing learning content, 70 students indicated yes (Figure 19). Figure 19 The Extent to Which Teachers Adjust Teaching to Students Needs 58 Post-Pandemic Online Teaching in Senior Primary Schools Yes No Hard to tell 11% 19% 70% However, it seems students are not regularly reaching out to their teacher for help when they have challenges with online learning. For example, when students encounter problems during online teaching, the majority of students will choose to solve the problem on their own or ask a classmate rather than discuss it with their teacher (Figure 20). Figure 20 How Student Address Problems with Online Learning Do not settle the problem at all 5 Discuss with the classmates Go playback the teaching video and sort it out by themselves Discuss with the teachers 30 47 18 0 5 10 15 20 25 30 35 40 45 50 Additionally, students seem to lack confidence in their ability to refine their learning online. The survey results indicated that only 45 students can extract and summarize knowledge points in the process of online learning to promote their own understanding and consolidate knowledge points, with another 45 indicating that they are not sure, and 10 more students indicating that they cannot (Figure 21). 59 Post-Pandemic Online Teaching in Senior Primary Schools Figure 21 Whether Students can Extract and Summarize Knowledge During Online Learning Yes No 45% Hard to tell 45% 10% To sum up, according to the feedback of students, when choosing learning content, teachers usually take into account the actual situation of students to prepare materials and teaching plans. When choosing course content, online teaching is relatively boring, unlike offline courses. Therefore, most teachers generally have to consider whether the presentation of knowledge points and the difficulty of the content of knowledge points meet the level of students, students' acceptance and hobbies. In online teaching, most students think that they can extract the knowledge points of this course according to the online course taught by the teacher, but some students still think that it is not necessarily, which requires teachers to have more clear teaching objectives and knowledge points in teaching, and at the same time to help students sort out the unclear knowledge points. As for the attitude of parents, it is not difficult to see from the survey that online teaching has not reached the level of satisfaction of parents, and there are still some problems to be overcome and improved. Discussion Students’ Performance in Online Teaching during The Post-pandemic Period 60 Post-Pandemic Online Teaching in Senior Primary Schools With the results of our research, students think that they are listening to the class earnestly and finishing their homework in time. However, prior research suggested that it is hard to keep both teachers and students' attention during online teaching (Li, et. al, 2021) and students are not concentrated during online teaching and do not want to intervene with the problems raised by teachers (Wang, 2021). There are two reasons that we could think of suggesting to this situation. On one hand, students could be distracted by multiple factors such as video games, phone chats, etc, during the online learning, resulting in the fact that they thought they were concentrating on the online learning but they were actually focusing on irrelevant things. On the other hand, they might be afraid of the fact that the result of this survey or their true response of the survey will lead to the trouble that they might encounter with once this research is published and seen by the teachers. In our research, both students and their parents thought that students will learn effectively after the class by themselves because they could refine and polish the knowledge points they learned during the class and review it. However, prior research suggested that students have been unable to continue learning effectively in online courses and they are not used to going back to school to continue learning (Li, 2022) and students' consciousness of independent learning is weak (Chen, 2022). It seems possible that students could feint learning without their real consciousness being there while parents are checking if they were learning and reviewing after the class, resulting the fact that parents are thinking they were actually learning. In addition, students could assume they were actually learning while they were focusing on something else and with the time flows, they could really think that they were learning. This could be explained well by 61 Post-Pandemic Online Teaching in Senior Primary Schools Robert Rosenthal Effect (Rosenthal and Jacobson, 1968), which is a phenomenon that is expected to dramatically produce the desired effect. Last but not the least, students are really learning by themselves but only with the superficial knowledge points. They might not transform the knowledge or dig into it or applied what they have learned into the practical usage, resulting into the non-ideal test scores and ineffective learning mentioned by the prior researchers. From our research, students think that their achievement have been greatly improved. However, prior literature mentioned that the situation of students’ homework is not satisfactory (Xie, 2023) and student’s academic performance is decreasing (Wang, 2021). Our perspectives are aligned with the previous research that it is easy for students to form the habit of studying intermittently because the knowledge is scattered (Qiu, et. al, 2022) and we think that since students have only learned the simple knowledge points, with the comprehensive questions raised by teachers in their homework and test papers after they returned to the school, their academic performance will lower down. We have found in our research that though almost half participants spend over five hours extra for their own learning, there are no substantial improvement for students' achievement for online learning for students forgot the knowledge quickly from the perspective of teachers and parents. Another possible reason for students’ unsatisfactory academic performance and ineffective learning could be the learning goals they were setting, as it was proven in our findings. Teachers’ Experience in Online Teaching during The Post-pandemic Period From our research, we found that teachers are using platforms such as Dingding (Dingtalk), Tecent Cloud, Xuexitong, Classin, Wechat,etc, for teaching and assigning 62 Post-Pandemic Online Teaching in Senior Primary Schools homework. This result is aligned with the article published by the Ministry of Education of People’s Republic of China in 2020 that teachers are using a variety of online teaching and learning platforms, such as Dingding, Tencent, wechat, etc. From teacher’s perspective, we do find that they are using a 20+20 online teaching model as they got forty minutes for a class for online learning, which is constituted for a twenty minutes class offered and united by the Ministry of Education and another twenty minutes class from their own teaching and from teachers’ perspective, learning materials will enhance students' learning autonomy. Preconditions for Online Teaching and Learning Our findings indicate that all teachers support the online teaching as a mandatory policy for post-pandemic period learning. It is aligned with the previous literature that researchers suggested that we should shift our thoughts from offline teaching to online teaching (Ly, 2021). From teachers’ perspective, it could be a new opportunity to learn under the supervision of the platform as it shown in the previous research that online teaching is a feasible way to replace the traditional teaching (Douglas, 2004). Several teachers thought highly of online teaching with its ability to: break the area for discussion, more flexible time, freedom for students to learn, and adequate learning materials, etc. Some researches even suggested that teachers should reduce the proportion of text teaching and provide rich online teaching resources (Zou, 2020). Previous research aligns with these positive perceptions of our teachers, such as online teaching could provide more learning resources and environments (Anderson, 2008), online education improves teachers' ability to provide resources and students' ability to access resources (Ren, 2022), online teaching leading the construction of network 63 Post-Pandemic Online Teaching in Senior Primary Schools teaching resource cloud platform and further optimizing the network teaching platform (Shi, 2022). For online teaching equipment, our research suggests that there are almost no tools to eliminate distraction or internet challenges for online teaching and learning. As previous research suggests, that differences in home conditions—lack of Internet equipment and noise in the classroom environment—will result in interference of online learning condition (Wang, 2020). Our findings also align with previous research that long-term online teaching may experience power failures and network disconnections (Lin, et. al, 2022) for we could not expect the highest level of online teaching with a full reason without the combination of traditional teaching. Since the financial investment of network teaching is large (Gao, 2020), the conditions for online teaching and learning is improving and online teaching could play a crucial part for those institutions that have no issues with teaching patterns and difficulties (Ly, 2021) for resources supporting online teaching as an auxiliary and supplementary method for teaching. It has the potential to support those who have mental and physical disabilities or for students or teachers who encounter temporary absence or suspension from school. However, our research indicates that we do need to improve our hardware and software operation conditions so as to guarantee the needs for online teaching and learning. This is aligned with the No.7 document published by Education and Technology Agency in People’s Republic of China in 2020 that we need to improve network condition, enhancing service capacity of teaching platforms. There are multiple difficulties we are encountering with according to the previous literature. For instance, western regions are lacking teaching equipment and human resources to teach online 64 Post-Pandemic Online Teaching in Senior Primary Schools (Xie, 2020), stuck images (Wang, 2020) and some teachers have not participated in network teaching before because they are not familiar with software operation (Wang, 2020). We agree with the idea that the use of learning platforms is still in the exploratory stage (Wang, 2021) and we have to establish a full training programs for teachers to become familiar with the operation system. How Teachers Manage Online Teaching Our findings show that teachers will refine and compress the teaching content so as to keep accordance with the teaching progress for the tight teaching schedule. This result could indicate the same findings in the previous research that online teaching lacks of learning atmosphere for teachers and students to communicate with each other (Wang, 2021) and consequently, the ability of students to deeply understand the teaching content is weak (Ren, 2022). During the online teaching period, it is not hard to find out the fact that there are almost no hands-on activities due to this teaching model. This could result in a small amount of activities and practical application of learning after lectures (Yang, 2020), and experimental course teaching and network teaching cannot carry out activities online (Li, et. al, 2021) for there is significantly less interaction between students and teachers when teaching online than when teaching offline (Wang, 2021). We feel the same that online teaching cannot break the inherent traditional classroom design and resist the exploration of new teaching models subjectively (Li, et. al, 2021). Some teachers show the same concern with teaching exclusively online not only for less interaction and boring content (Gao, 2020), but also teachers are lacking of motivation (Lin, et. al, 2022). In addition, it is hard to reflect the subjectivity of students and pay attention to the participation of students during the online teaching period (Zhu, 2023). 65 Post-Pandemic Online Teaching in Senior Primary Schools We do find that some teachers are complaining that teaching content are simple and rare and they are too superficial for students to learn anything from it in online settings. In our research, some teachers begin to show their own concerns for the online teaching and learning due to the heavy tasks for students to complete, resulting in insufficient rest because online learning is always accessible and can be burdensome. This finding is aligned with the previous research that students cannot get enough rest, which will increase the burden of study (Xie, 2023) and students’ poor academic performance is also associated with higher physical and mental health risks (Duncan, et. al, 2007). Additionally, it could also damage eyesight with long exposure to the screen as it is shown in the previous research that long time online learning could cause decreased vision with long focus on screen (Xie, 2023). Last but not the least, it could lower students’ learning autonomy. Previous research suggests that as a lack of study atmosphere has a greater impact on maintaining enthusiasm and focus for learning (Lin, et. al, 2022), students have less self-control and self-learning autonomy during the online teaching (Xie, 2023; Wang, 2021). Students also are less motivated to raise their hands to answer questions in class (Wang, 2021) for students are in a state of "being chosen to answer the questions", which leads to a long-term lack of initiative and consciousness in learning (Ji, et. al, 2022). It also suggests that without teachers' supervision and stimulating learning environment, some students' learning autonomy will also decline (Chen, 2022). There are other concerns that were shared with online teaching. On one hand, the ability to convert online resources into knowledge is limited (Ren, 2022). As a result, teaching efficiency and effectiveness are greatly reduced (Wang, 2021). We are thinking a 66 Post-Pandemic Online Teaching in Senior Primary Schools couple of reasonable explanations for this situation. On one hand, teachers in different teaching areas have different levels and demands for teaching, resulting in the fact that some teachers are capable of dealing with the online teaching resources and some teachers could not get accustomed with this teaching pattern. On the other hand, students in different areas got different mentality. They could dislike the online teaching model and refuse to learn actively and consequently, their academic performance reduced. At the student level, although the flexibility of learning freedom is much higher, some students also have the situation that place online courses to let the time of recorded video go in order to accomplish their learning. At the same time, students cannot feel what the teacher is teaching better. For example, on mathematics, the students cannot understand some abstract concepts, and they need to make objects concrete to facilitate their perception. Therefore, the learning effect of geometry will become worse. At the same time, it is difficult for students to find some specific materials and complete their learning step by step in accordance with the steps of teachers, such as art and labor skills, and it is inevitable that some problems will be encountered in this process, and it is difficult to complete the study without the guidance of teachers. Evaluating Students in Online Learning Settings As for how to evaluate students in online learning settings, most teachers think that there are almost no effective ways to monitor students without in-time assessment, which is consistent with previous research. On one hand, previous researchers think that students could not achieve real-time feedback during the online teaching (Lin, et. al, 2022) and online homework submitted cannot fully and truly reflect the actual level of students (Lin et al., 2022). On the other hand, teachers can only continue the class at their 67 Post-Pandemic Online Teaching in Senior Primary Schools own pace because they do not know to what extent students have mastered their knowledge (Fang, 2021). Further, due to the fact that there are a large number of students in a class and teachers’ supervision has been greatly reduced (Fang, 2021), teachers don't always pay attention to communication and it takes time to answer students' questions in the class (Fang, 2021); thus traditional knowledge systems seem anachronistic without showing the mixed teaching (Lu, 2023). However, some suggestions have been raised to handle these challenges. First, with digital platforms, teachers should involve parents, peers and summative assessment so as to build a harmonious family school development system (Niu, 2021) and teachers could understand student’s attitudes and expectations for online teaching for the feedback published on the platform (Wang, 2023). Second, teachers should ensure that evaluation is carried out throughout the student's online learning process (Wang, 2023). Last, as online teaching brings diversity of evaluation (Zhu, 2023), it is important for teachers to adjust the traditional teacher-led classroom teaching method and change the one-way evaluation path of teachers to make the evaluation more macro and comprehensive and allow students to have the opportunity to participate in the evaluation (Zhu, 2023) and meanwhile improving the assessment mechanism of online teaching (Zhu, 2022). Summary of Teacher Experiences and Perceptions on Online Teaching Different teachers will approach their thoughts from different angles. As previous research suggested, teachers' online education experience and willingness to engage in online education will greatly affect their work enthusiasm, self-efficacy, work engagement and career commitment (Lv, 2022). Teachers are left trying different ways to deal with this kind of situations now. First, they try to get help and work with other 68 Post-Pandemic Online Teaching in Senior Primary Schools teachers. Second, they use task lists as guidance. Third, they keep contact with parents with updated learning report and conferences to find solutions. Though previous literature suggested that there are no in-time feedback between teachers and schools (Fang, 2021), it is the beginning of the pandemic period and the first time for such a large scale students to learn online. We believe that with the time flows and the improvement of the technology, such platforms will be perfected for more in-time updated communication between parents and schools. Last but not the least, parent’s conferences are conducted ahead to explain the operation of the platform so that parents could get familiar with that in advance. This finding is accordance with the previous suggestion in a research that teachers should pay attention to students' ideological education and strengthen communication with parents (Shi, 2022). Students and Their Parents’ Attitudes towards Online Learning From the results of our research, we found that students find it difficult to learn online. Evidence in previous research could explain our results; for instance, some students cannot adapt to the difficulty and pace of online teaching (Li, et. al, 2021). As for the reasons, previous research suggested that environmental noise and technical noise seriously interfere with the smooth progress of teaching (Li, 2022) and students could not focus on the learning, resulting in the difficulty to learn. However, both students and their parents think that they have good understanding on online teaching and learning and they consider online learning as having the potential to provide more freedom. Both students and their parents in our research show that they are preferring offline learning but still like online learning. We found lots of supporting literature in previous research. First, this is a teaching or learning 69 Post-Pandemic Online Teaching in Senior Primary Schools model that became from offline to a hybrid approach with in-person and online teaching and students prefer this model compared with the pure offline learning (Zhang, 2022) and it promoted good communication and interaction (Anderson, 2008). Second, it is an important direction to promote a mix of online and in-person teaching reform and innovation, paving the path for the upcoming learners (Ly, 2021). Last, students prefer to learn online for under the Internet learning environment, students' learning extends from classroom to after-class, from campus to off-campus, and offline to online (Guo, 2022). Multiple Factors Distract Students During Online Learning In our findings, we found that there are uncontrollable factors that distract students (e.g., computer games, phone chats, etc.), leading to ineffectiveness of teaching. As the previous research suggested, we could from a theoretical perspective to interpret the overall presentation of online teaching and the problems and reasons existing in online teaching (Zhu, 2022). According to Piaget’s cognitive development theory, children do not merely passively accept external stimuli, but promote cognitive development through their own exploration and discovery of the world, which could help explain on the reasons that students are losing their self-control and having curiosity to everything on the Internet except for the class itself. Faced by parents and students, we found they are all worry that they are all severely impacted by computer games and phone chats during online learning. This finding is aligned with the previous research that some students are distracted with other things while completing online courses (Gao, 2020; Ren, 2022), including minimizing the window of online class, or directly leave online class to do other things (Xie, 2023), over-relying on the Internet information and having difficulties in information selection, which could easily being affected by wrong 70 Post-Pandemic Online Teaching in Senior Primary Schools information (Qiu, et. al, 2022). Studies showed that students are tempted by entertainment resources online due to the fact that they lack self-control (Chen, 2022) and when students use mobile phones and computers to study, they are easily attracted by all kinds of entertainment software (Qiu et al., 2022). On basis of previous research, it is possible that students could not use their computer for irrelevant things during online teaching (Ren, 2022), adjusting their mentality and adapting to the home learning environment (Shi, 2022). Parents, as students’ monitors and supervisors, play an important role during the online learning and they should play a role on supervision of student’s misbehaviors (Shi, 2022). Hardships in Teaching Contents and Assessments Encountered by Teachers Our findings in our research indicates several hardships encountered by teachers during the online teaching progress. First and foremost, teachers in our study described that online teaching can lead to monotonous teaching content and mundane methods (or teacher-centered teaching method). These findings align with the previous research that online teaching can lend itself to a small amount of activities and practical application of learning were conducted during and after the class (Yang, 2020), less interaction between students and teachers, and boring content (Gao, 2020). Another serious problem is both students and teachers could feel boring without the cameras turned on during the online teaching and learning progress (Wang, 2020). Teachers are lacking of innovative theories in online teaching (Xie, 2020). In addition, it could be hard to control teaching progress with less learning. This result is align with the previous research that the progress of online teaching is difficult to control and the quality is difficult to guarantee (Gao, 2020) and there are deviations in the adaptability of online learning forms caused by this (Ma, 71 Post-Pandemic Online Teaching in Senior Primary Schools 2022) and it affects the sustainable development of online teaching for primary schools (Ma, 2022). Third, teachers could not design too much operatable activities during the online teaching, as mentioned in the previous research that some of the more difficult courses with a specific practical teaching environment cannot be realized (Lin, et. al, 2022). Last but not the least, could be the problem that online teaching have less quality while teachers focus less on individual development during online teaching and learning. Previous research suggested that development and quality of online teaching has become a primary concern nowadays (Douglas, 2004). On one hand, the progress of online teaching is difficult to control and the quality is difficult to guarantee (Gao, 2020). On the other hand, it is impossible to know the learning state of students by observing their attention (Lin, et. al, 2022) while teachers can not feel the emotional feedback brought by offline teaching (Lin, et. al, 2022). For current teaching, teachers are focusing too much on teaching itself but not the students and we need to improve on that (Lin, et. al, 2022). Our findings also suggested that teachers cannot organize tests normally and students can only feel the abstract teaching contents or concepts while they are learning an abstract theory. Parents expressed their concern that they are having more burdens for online teaching and learning, both in financial and spirits. This finding could also be found in the previous literature that parents are having difficulties ensuring that students attend class on time (Xie, 2023). From the previous research, we could learn that students in the offline teaching cannot adapt to an environment without electronic devices (Chen, 2022), which means we should make our effort to bring and use the advantages of technology combined with electronic devices in the offline learning in the post-pandemic teaching period. 72 Post-Pandemic Online Teaching in Senior Primary Schools Students’ Response for Difficulties They Encountered During Online Learning Finally, our research indicates that students will solve the problems they encountered during the online teaching in different ways. Students have good communication skills and by incorporating these skills with teachers to address their issues for problems they encountered with for their general study, their academic performance could be improved and for now the communication skills between teachers and students needs to be strengthened (Ren, 2022). However, some literature went contrary with our findings. First, the motivation to consult teachers and classmates for learning problems has decreased (Wang, 2021). This is partially aligned with our findings that students prefer to consult with their classmates than asking their teachers for solutions. From our best knowledge, we could find two reasons for this inconsistent findings compared with the prior literature. On one hand, during online teaching period, students’ path to consult the teachers had been blocked due to the belated reply for online communication, however, they do use chatting software such as Wechat to communicate with their classmates and asking for solution. When the offline teaching is available for them, they still stick to the previous path they seek for solution for the difficulties they encountered. On the other hand, they definitely play games or chat with their friends more during their leisure time than the teachers because they attend the offline class now and see their teachers everyday and they became shy to consult with their teachers, however, when they play games or chat together, they might mention the problems they encountered inadvertently and seek to the solutions together. Second, when students encounter difficulties in the process of independent learning and thinking, teachers are not intervening in time (Zou, 2020). Last, it requires teachers to expand their knowledge 73 Post-Pandemic Online Teaching in Senior Primary Schools base, answering students' questions and discussing with them more during online teaching (Wang, 2020). From the best of our knowledge, we think of couple of reasonable reasons that could help to explain this situation. On one hand, without such learning atmosphere during the offline teaching, students’ learning autonomy and motivation could be lower down, facing with the fact that they want their problems to be solved, however, they do not want to ask teachers or their peers for help. On the other hand, teachers won’t be here to grade their assignment in time and student’s will not be able to handle with their problems in their assignments and get corresponding feedback in time, with the new knowledge points and assignments keep coming, students will lose their motivation to handle with the issues in their previous homework. The accumulated problems will tear down students’ learning autonomy as well as their academic performance. Another possible reason could be in teacher’s perspective. With such heavy tasks they have for online teaching and their family needs to be taken care of, teachers could hardly spend more time expanding more on teaching or on students even if they want to do so. Teachers’ Response to Difficulties They Encountered During Online Teaching From our results in our research, we found that teachers will take several steps to handle hardships they encounter during online teaching period, starting with modifying their teaching plan. These findings could be tracked in the previous research that teachers will collect multiple teaching resources and adopt appropriate teaching methods into their teaching (Education and Technology Agency, 2020) with adhering to the combination of online guidance and students' independent learning (Education and Technology Agency, 2020). Also, teachers will arrange learning schedule reasonably within a limited time 74 Post-Pandemic Online Teaching in Senior Primary Schools (Education and Technology Agency, 2020). It forces college teachers to step out of the comfort zone of traditional teaching mode and adapt to the network education mode quickly and modify their teaching plans (Chen, et. al, 2022) and continue to improve the network support conditions, enhance the platform service capacity, gather resources from all sectors of society, adopt appropriate teaching methods, and optimize education management services (Ministry of People’ Republic of China, 2020). We suggested the same as the previous research do that teachers’ ability to independently carry out teaching work should be improved, and teachers should have the professional spirit of facing uncertainties, bravely facing difficulties, and taking the initiative to change (Lv, 2022) and online teaching should be arranged differently (Wang, 2020) based on the individual conditions. However, cross-border learning for foreign university students is still not easy to carry out (Li, et. al, 2022), which means we should issue corresponding policies to make the learning process smooth and clear. From the perspective of students’ own interests, teachers purposed the idea that they should enhance students' learning interests by finding appropriate teaching contents in our results. This includes choosing appropriate learning resources (Education and foundation office, 2020), using various online teaching methods to promote students' active learning (Zou, 2020) and it can be easily seen that learning mode has gradually developed from the traditional classroom learning to personalized learning, group learning, virtual learning and ubiquitous learning(Ji, 2017), which requires teachers accommodate with the new learning atmosphere at the moment. In addition, teachers think that they should consider students' actual situation when choosing the teaching content for online teaching during the post-pandemic 75 Post-Pandemic Online Teaching in Senior Primary Schools teaching period. This is because without combining the actual situation of schools and students where the scientific nature and applicability of the teaching plans are insufficient (Xie,2020) and there is a huge gap in teaching quality compared with developed areas, especially first-tier cities (Zhu, 2022) and the classroom with Internet technology can integrate and summarize a variety of resources and highlight a variety of advantages in the formation of evaluation (Zhu, 2023). This includes how to build a good teaching environment without interference but with plenty of resources and teaching methods (Xie, 2020), and including platforms being fully used for check-in, quick answer, and topic discussions in the future (Luo, 2020) and making more specific learning task plans for students with different characteristics, and strengthen the supervision of students' after-school learning through live broadcasting and uploading videos (Shi, 2022). Last but not the least, teachers’ teaching should be refined so as to enhance students' comprehension from online teaching, including choosing appropriate learning resources (Education and Foundation Office, 2020), and improving the ways and methods of online English teaching in primary schools (Zhu, 2022). Also, schools and relevant education departments should make adequate preparations before carrying out online teaching, including psychological counseling for teachers and students (Wang, 2020). Implications We have several important implications of our study and our findings for the future of online teaching and online learning in the post-pandemic era. Improve the Management of Educational Resources First, education administrators (e.g. The staff of the Municipal Education Bureau, 76 Post-Pandemic Online Teaching in Senior Primary Schools principals of primary schools, etc.) should collect and provide more teaching resources and teaching materials for teachers to use in online teaching, so as to bring good news to students' online learning resources. Additionally, educational administrators should cooperate closely with major online teaching operating platforms, correctly and fully utilize the convenience of information in the 5G big data era, and provide convenience for online teaching. For example, administrators can appeal to schools to use multiplatform joint teaching through recommendation, publicity and other methods. Some platforms are used for live broadcast of courses or review of courses. Other platforms can be responsible for the interaction of teaching, integrating the advantages of some online teaching platforms, so that the effect of online teaching is gradually closer to the offline teaching effect and keep improving. Re-Examine and Reconstruct Teacher’s Teaching Next, teachers should build online teaching that is acknowledged by teachers, students and parents, which requires teachers to teach with student-centered method, so that teachers could meet the needs of the individual differences of students while maintaining students' motivation to learn. Teachers need to transform passive online teaching into active online learning for students, vigorously building a learning resource platform for students and providing more learning resources for those students who are not satisfied with the current learning materials (for they could not learn too much from the online teaching) and for those who have difficulties on online learning. Teachers should take metacognition as an important part of educational goals and build a metacognition-centered guarantee of students' autonomous learning ability, that is, having students actively checking their cognition for the knowledge points taught during the 77 Post-Pandemic Online Teaching in Senior Primary Schools online teaching in the post-pandemic period. At the same time, teachers should provide guidance and design of scaffolding for students' autonomous learning process, encouraging students to develop positive habits and actively participate in teachers' online teaching. For instance, they could allow students to set personalized learning goals for themselves (for learning objectives have a certain guiding effect, which can guide students to take the initiative to participate in learning under the premise of online learning during the post-pandemic period.) Or they could allow students to take full advantages of online testing for in-time formative assessment as well as guiding students to take relevant notes and reflections, etc. (Liang, 2020) and other tasks that teachers need to complete. In this interview, the teacher also mentioned the situation that the teaching quality is greatly reduced because the teachers cannot timely grasp the learning dynamics of students without testing during online teaching. Teachers should also find suitable platforms to provide effective support for their teaching structure, and analyze students' learning through daily testing of students, thus could achieve the goal that improving students’ academic performance. In addition, teachers should improve their online teaching mode to enhance students' learning interest and students’ own learning ability. To enhance the attractiveness of the curriculum, we should pay attention to the teaching content. The content is engaging and allows students to learn what they want to learn, so that they are interested in continuing their studies. It needs to be professional and focused on the current knowledge (Luo, 2020). In the design of course length, students’ characteristics on their attention mode should be fully taken into account, and knowledge points should be reviewed and consolidated at regular intervals. In order to prevent students from 78 Post-Pandemic Online Teaching in Senior Primary Schools straying from their conscience, students can also be required to check in on the platform at regular intervals to ensure teaching quality. At the same time, good teaching interaction is indispensable. In the interview, we learned that the school abandoned teaching interaction in order to ensure a good teaching order, which we think is not desirable. Teachers should change their role, using activities-centered teaching approach to fulfill online teaching, integrating various teaching assessments, enhancing students' participation in learning, playing a guiding, monitoring and evaluation role in students' independent learning and carrying out continuous and in-depth learning (Xiao, 2020). In this way, through the medium of teaching activities, teachers and students are promoted to communicate in the form of interactive communication in teaching activities so that teachers can timely detect students' learning status, while students can also check their own gaps by using the prompts or reflection questions during the teaching process, so as to improve the effectiveness of online teaching. Finally, teachers should communicate with their own team in time after class, learning from others’ teaching experience, discussing the problems encountered in teaching and putting forward reasonable solutions to form a good online teaching. Teachers should also carry out appropriate teaching reflection, constantly improving their own online teaching, finding online teaching loopholes, etc. Teachers should also establish a good home-school cooperative relationship with parents in a timely manner. By explaining the feasibility of online teaching to parents in time, reporting the development of online teaching, obtaining the support of parents, and allowing parents to participate in the actual teaching of students, playing a supervisory role. Improving Students’ Learning Autonomy 79 Post-Pandemic Online Teaching in Senior Primary Schools Improving students' ability and willingness to learn independently is also a vision of our teachers' efforts. Students have good self-learning ability and willingness is also one of the prerequisites to ensure the effectiveness of online teaching. To improve students' independent learning ability, first of all, teachers should change the traditional classroom teaching methods and teachers should change their mind to talk from the whole class and do not think in the stereo pattern that ‘students cannot be independent and need our assistance for the whole time’, abandoning the "poor level of students" as a "shield" to reject the teaching reform of various excuses (Chai, 2016). It is possible to guide students to explore problems by themselves through task lists, assigned preview topics and encouraging students to study independently and it is also possible to change the role of students from ‘learner’ to ‘interpreter’ through flipped classroom, emphasizing students' ability of group cooperation and healthy competition between groups can stimulate students' autonomy in learning. During online teaching, students can also initiate classes and undertake knowledge explanation as a teaching task to enhance students' learning autonomy from a different perspective. In addition, teachers should act as an assistant to correct or give appropriate prompts or hints when students encounter difficulties or make mistakes, so as to ensure that students have sufficient space for independent and cooperative learning while learning the knowledge points correctly. Last but not the least, incentives should be made full use of to promote the improvement of students' learning autonomy. Incentives can be from teachers, such as praise for students, affirmation of students' learning behaviors, or some physical incentives such as candies, which will play a good role on raising students’ learning 80 Post-Pandemic Online Teaching in Senior Primary Schools autonomy. No doubts would be made that motivation can also come from the peer learning. For example, healthy peer competition, inter-group cooperation and mutual assistance are conducive to the stimulation of students' learning autonomy. At the parent level, rewards for some behaviors or regular relaxation, for instance, a trip, will make children better engaged in learning. Conclusion Online teaching is the main teaching method during the period of COVID-19. When the COVID-19 turns to stability and mass barrier immunity is formed, offline teaching has been carried out again. In the post-epidemic period, how to effectively use the advantages of online teaching and offline teaching to fully carry out effective and high-quality teaching has become a new problem and challenge for primary school teaching. This paper describes the actual situation of online teaching during the postpandemic period. By conducting survey on students and their parents and interviews on teachers, we understood the situation of online teaching, analyzing the situation of online teaching in a primary school in Yangpu District of Shanghai during the post-pandemic period and learned that although the school can carry out online teaching well during the post-epidemic period, however, the degree of students' harvest is not ideal and students' learning initiative is poor and teachers are more inclined to offline teaching. This paper tries to truly reflect the current situation of online teaching mode carried out by a primary school in Yangpu District of Shanghai during the post-pandemic period in 2024, and proposes scientific and effective online teaching strategies. 81 Post-Pandemic Online Teaching in Senior Primary Schools References Anderson,T., & Elloumi, F. (2008). Theory and practice of online learning. [Unpublished Master’s thesis]. Athabasca University. Bynner, J., & Parsons, S. (2006). 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Purpose of the interview To understand the application of online teaching method in primary school curriculum during the current post-epidemic period, its effect, corresponding teaching method, teachers' views on it and students' ability to accept it, as well as the problems. IV. Basic collection of information Teaching years _________ teaching subjects ___________ V. Interview outline V.I. Opening statement Hello, I am a master's student majoring in Curriculum and Instruction at Weber State University. Now I am doing research on the application of online teaching methods in primary school courses during the post-epidemic period. Your school is carrying out teaching practices related to online teaching. We guarantee that the content obtained from the interview is only for academic research and will not involve personal privacy, please feel free to answer, thank you! V.II.. Interview outline V.II.I For the online teaching work conducted by your school during the post-epidemic 88 Post-Pandemic Online Teaching in Senior Primary Schools period, can you describe the platform used? V.II.II. Can you describe what the teaching process was like using the platform during the post-pandemic period? V.II.III. During the post-epidemic period, what are your designing ideas in teaching design? Can you talk about your teaching design during the post-epidemic period? V.II.IV. Taking the subject you are teaching as an example, what will your teaching activities be? V.II.V. Can you briefly talk about your views on online teaching in the post-pandemic period? V.II.VI. What are the advantages and disadvantages of online teaching compared with traditional classroom? V.II.VII. What is the impact of online teaching on students during the post-pandemic period? V.II.VIII. What are the problems in the current stage of online teaching popularization? How to solve it? V.II.VIV. Can online learning meet the needs of students during the post-pandemic period? Why? V.II.X. How to integrate online teaching, involving with schools and parents during the post-epidemic period? V.II.XI. How do you cultivate students' self-learning ability and cooperative exploration ability in online teaching during the post-epidemic period? V.II.XII. Are you willing to continue to use online teaching mode in the future teaching process? Why? V.III. Closing 89 Post-Pandemic Online Teaching in Senior Primary Schools Through the dialogue with you, I have learned a lot about the application of online teaching during the post-epidemic period. Thank you for taking your precious time to cooperate with the investigation. 90 Post-Pandemic Online Teaching in Senior Primary Schools Declaration: 1. The outline of this interview is modified and adapted from Zhi, L. M. (2019). Research on the Status Quo and Teaching Mode of Off-campus Online Education in Primary and secondary schools. [Unpublished master’s thesis]. Beijing University of Posts and Telecommunications. 2. Description of interview outline: This interview outline is applicable to primary school teachers in grades 3-5. During the interview, teachers from different disciplines and subjects should be sought as far as possible to ensure the high quality of the interview. 3. Interview outline value Summary: This interview outline investigates teachers' cognition of online teaching (questions 1,2,7,9), attitude (questions 5,6,11,12), teaching methods (questions 3,4) and problem handling (questions 8,10), so as to make correct value judgment and assessment of the application of online teaching in primary schools during the post-epidemic period. 91 Post-Pandemic Online Teaching in Senior Primary Schools Appendix B A Survey on The Use of Online Teaching Methods in Primary School Curricula during The Post-pandemic Period Dear students and parents, Hello! First of all, thank you very much for taking time out of your busy schedule to participate in this academic questionnaire. We hereby guarantee that this questionnaire is only used for academic research and will not involve or disclose your personal privacy. Please fill it out truthfully. The following questions are descriptions of the application of online teaching methods in primary school curriculum during the post-pandemic period. Please grade them according to the actual situation. All questions are not right or wrong, please fill it on basis of the actual situation. Your gender: □ Male □ female Your grade: □ Fourth grade □ Fifth grade Part I: 1. Do you know what online teaching is? [ ] A. Very understanding B. understanding C. Just so-so D. Not understanding 2. Do you have a mobile phone or tablet for online classes? [ ] A. Yes B. No 3. Does your teacher require you to use the teaching platform [ ] (If not, please skip questions 3, 4 and 5) A. Yes B. No 92 Post-Pandemic Online Teaching in Senior Primary Schools 4. How do you complete your homework on the teaching platform [ ] A. Only register, not attend class B. Complete all C. Complete most D. Complete a small part 5. What teaching platform do you often use [ ] A. Dingding B. Tensing cloud C. Xue Xi Tong D. wechat E. Other: _________ 6. Do you prefer teachers to teach offline or online? [ ] A. Face to face instruction B. Online instruction C. Face to face teaching, supplemented by online teaching D.Online teaching, supplemented by face to face teaching 7. Do you like online teaching? [ ] A. Very much B. Generally C. No, I don’t 8. What kind of teaching method do you want the teacher to use continuously [ ] A. Online teaching B. Offline teaching C. Online teaching as the primary, offline teaching as the auxiliary D. Offline teaching as the primary, online teaching as the primary 9. Does your teacher take your situation into consideration when choosing what to study? [] A. Yes B. No C. Hard to say 10. What does your teacher usually takes into consideration when choosing the content of the class? [ ](multiple choices) A. Whether the presentation methods are diverse, lively and interesting B. Whether the content difficulty meets the level of students B. Whether it is easy to obtain teaching resources 93 Post-Pandemic Online Teaching in Senior Primary Schools D. Whether it is in line with students' interests E. Other _________ 11. Do you feel that your academic performance has improved after conducting online teaching? [] A. There is a great improvement B. There is an improvement C. Average, no feeling D. It went down instead of up Part Two: 12. When online teaching is conducted, your performance is [ ] A. Listen carefully and think positively B. Listen carefully and think positively and sometimes discuss with other students and teachers C. Listen carefully, seldom think D. often wander off E. write other subjects’ homework in class F. Other _____________ 13. By analyzing the questions raised by the teacher in class, do you think you have mastered the knowledge more comprehensively? [ ] A. Yes B. no C. do not like to think about the teacher's questions D. other __________ 14. When you encounter a question you don't understand in an online class, you will [ ] A. Discuss with your teacher B. Review the class and solve it by yourself C. Discuss with your classmates D. Not solving it at all D. other __________ 94 Post-Pandemic Online Teaching in Senior Primary Schools 15. During the online teaching process, are you eager to succeed and actively complete relevant tasks? [ ] A. Yes, and there will be a high learning efficiency B. Yes, but it is A little difficult to complete the task C. No, but can basically complete the learning task D. No, learning efficiency is also very low and I do not want to learn 16. In the process of online learning, can you extract and summarize knowledge points by yourself to promote your understanding and consolidation of knowledge? [ ] A. Yes B. Not necessarily C. No 17. Do you think the online learning materials given by the teacher are helpful to your study? [ ] A. Yes B. A little C. No 18. What you get from online learning is [ ] (Multiple choice) A) The ability of independent learning is improved; B) more time is given to study C. To have a deeper grasp of knowledge and significantly improve grades D. To have more resources conducive to learning E. Can narrow the gap with other students in learning F. Other: _________________ Part Three: 15. Where do you think your current grades are [ ] A. excellent B. good C. medium D. Need to be improved 16. How much time do I spend on offline study in a day? [ ] 95 Post-Pandemic Online Teaching in Senior Primary Schools A. Within one hour B. one to three hours C. three to five hours D. Five hours or more E. other _______ 17. Do you think you enjoy studying more than before? [ ] A. Really like B. Only certain subjects C. not really like D. Dislike very much 18. Do you have the habit of reviewing new lessons before class? [ ] A. Often read books before class B. only when the teacher has the requirement to preview C. by my own temporary interest D. No time to preview E. No preview at all 19. Will you study consciously and effectively after class? [ ] A. Yes B. No 20. Do you set goals when you study? [ ] (Please skip the next question if you choose AB) A. No, just follow the lesson plan that the teacher to guide the study B. No, learn at my please, learn what I want, learn as much as I can C. Will, according to the actual situation, set clear goals and achieve them D. Yes, make a clear general direction of the goal, according to the actual situation to adjust 21. Under the new teaching mode, can I complete my tasks according to my own goals every time? [ ] A. Yes B. Not necessarily C. No 22. What factors will distract your attention [ ] (Multiple choice) A. Completely unaffected B. Online games or private messages 96 Post-Pandemic Online Teaching in Senior Primary Schools C. Boring teaching videos D. External sound E. The Internet speed is too slow F. I don't watch instructional videos G. Other __________ Part 4 (Please let parents complete this part) : 15. Do you know what online teaching is? [ ] A. Very understanding B. understanding C. Just so-so D. Not understanding 16. Do you like this teaching method of online teaching? [ ] A. like a lot B. like C. Normal D. don't like E. Very dislike F. not clear 17. What kind of teaching method do you want the teacher to use for your child? [ ] A. Online teaching B. Offline teaching C. Online teaching as the primary, offline teaching as the auxiliary D. Offline teaching as the primary, online teaching as the primary 30. Will your child learn consciously and effectively after class? [ ] A. Yes B. No 31. Will you enroll your child in additional classes after class? [ ] A. Yes B. No 32. Do you feel that your child's academic performance has improved after conducting online teaching? [ ] A. There is a great improvement B. There is an improvement C. Average, no feeling D. It went down instead of up 33. How does your child behave when teaching online? [ ] A. Listen carefully and think positively B. Listen carefully and think positively and sometimes discuss with other students and 97 Post-Pandemic Online Teaching in Senior Primary Schools teachers C. Listen carefully, but seldom think D. often wander off E. write other subjects’ homework in class A. Other _____________ 34. During the online epidemic teaching, the main difficulties you encountered are [ ] A. Children are distracted in class and will do other things B. The teaching content is too complicated or too simple and does not meet the actual situation of the child C. Too much disconnect from the teaching material D. Children get too little practice and it is difficult to improve their grades E. The Internet speed is not good, can not get good listening effect and resources F. Others: __________________ Thanks again for your cooperation! 98 Post-Pandemic Online Teaching in Senior Primary Schools Declaration: 1. This questionnaire is modified and adapted from Jia, Q, C., (2019). Study on the effect of Students' Autonomous Learning under Online Education Model. [Unpublished Master’s thesis]. Guangxi Normal University. 2. Directions of the questionnaire: This questionnaire is applicable to primary school students in grades 3-5. The corresponding parts of the three questionnaires are: the survey on the basis of online teaching, the survey on students' autonomous ability of online teaching, and the survey on the effect and influence of online teaching. In order to ensure the quality of the questionnaire, a survey should be conducted as soon as possible after students return to school to ensure the authenticity of the questionnaire. 3. Explanation of questionnaire factors: 3.1. Likes and dislikes and understanding Part 1:1,2,3, 6,7,8 Part Two: / Part Three: 21 Part Four: 27,28 3.2. Use and value Part 1:9,10,11 Part 2:13,14,15,16 Part Three: / Part IV: 29 3.3. Reaping and improving Part 1: / 99 Post-Pandemic Online Teaching in Senior Primary Schools Part Two: 17,18 Part Three: 19 Part Four: 31,32 3.4. Students' personal initiative Part One: 4,5 Part Two: 12 Part 3:22,23,24,25 Part Four: 30,33 3.5. Factors that disturb students Part 1: / Part Two: / Part Three: 20,26 Part IV: 34 100 Post-Pandemic Online Teaching in Senior Primary Schools Appendix C: Consent Forms for Teachers WEBER STATE UNIVERSITY INFORMED CONSENT Examining online teaching in Senior Primary Schools During the Post-Epidemic Period: A Case Study of a Primary School in Yangpu District, Shanghai You are invited to participate in a research study of online teaching in post-pandemic area. You were selected as a possible subject because you are the teacher using online teaching method combining with offline teaching in your own school. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Ruitao Liu and Yifei Yang as graduate students in Weber State University with an emphasis on Curriculum and Instruction. STUDY PURPOSE The purpose of this study is to know the students’ and teachers’ experiences with online learning during the pandemic period, their perceptions, attitudes, and thoughts towards continuing online learning alongside in-person learning in the post-pandemic period, obstacles they will encounter when incorporating online teaching with in-person teaching in the post-pandemic period and solutions to address obstacles with incorporating online teaching with in-person teaching in the post-pandemic period. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of 4 subjects who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: Complete the interview. You will be asked questions and you have to answer the 101 Post-Pandemic Online Teaching in Senior Primary Schools questions based on the very fact. Your response will be recorded by a digital device. RISKS OF TAKING PART IN THE STUDY: For face-to-face research, the risks include the possibility of being infected by the novel coronavirus 2019 (COVID-19) or other communicable diseases. You may start to generate some improper behaviors based on the interview questions or it will explore your thoughts on bad ways. And you may being uncomfortable answering the questions. BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. ALTERNATIVES TO TAKING PART IN THE STUDY: Instead of being in the study, you have these options: Have your friends(must be a teacher) or other teachers complete your interview after they have taken ideas from your own thoughts. COSTS/ COMPENSATION FOR INJURY N/A CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published. The data and the recording tape of your interview will only be used for the study. Ruitao Liu, Yifei Yang and Dustin. M. Grote, who is the PI of this study, are the only people who will have access to the data. Once the data is collected, it will be sealed in the file and shipped into Weber State University. After the completion of data analysis, the data will be resealed and kept by Dustin M. Grote for 6 years before destroyed. 102 Post-Pandemic Online Teaching in Senior Primary Schools CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Ruitao Liu at +1(385)-394-1133, Yifei Yang at +1(385)-512-6551 or the researcher’s mentor Dustin M. Grote at +1(970)980-9487. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with education in your own primary school. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date: Printed Name of Person Obtaining Consent: Signature of Person Obtaining Consent: Date: 103 Post-Pandemic Online Teaching in Senior Primary Schools If the study involves children who will be providing their assent on this consent document, rather than on a separate assent document, use the following signatures: Printed Name of Parent: Signature of Parent: Date: 104 Post-Pandemic Online Teaching in Senior Primary Schools Appendix D: Consent Forms for Students WEBER STATE UNIVERSITY INFORMED CONSENT Examining online teaching in Senior Primary Schools During the Post-Epidemic Period: A Case Study of a Primary School in Yangpu District, Shanghai You are invited to participate in a research study of online teaching in post-pandemic area. You were selected as a possible subject because you are the student using online teaching method combining with offline teaching in your own school. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Ruitao Liu and Yifei Yang as graduate students in Weber State University with an emphasis on Curriculum and Instruction. STUDY PURPOSE The purpose of this study is to know the students’ and teachers’ experiences with online learning during the pandemic period, their perceptions, attitudes, and thoughts towards continuing online learning alongside in-person learning in the post-pandemic period, obstacles they will encounter when incorporating online teaching with in-person teaching in the post-pandemic period and solutions to address obstacles with incorporating online teaching with in-person teaching in the post-pandemic period. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of 100 subjects who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: Complete the 105 Post-Pandemic Online Teaching in Senior Primary Schools questionnaire paper you are given. RISKS OF TAKING PART IN THE STUDY: For face-to-face research, the risks include the possibility of being infected by the novel coronavirus 2019 (COVID-19) or other communicable diseases. You may start to generate some improper behaviors listed on the questionnaire survey or it will explore your thoughts on bad ways. And you may being uncomfortable answering the questions. BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. ALTERNATIVES TO TAKING PART IN THE STUDY: Instead of being in the study, you have these options: Have your friends or parents or teachers complete your questionnaire survey after they have taken ideas from your own thoughts. COSTS/ COMPENSATION FOR INJURY N/A. CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published. The data of your questionnaire will only be used for the study. Ruitao Liu, Yifei Yang and Dustin. M. Grote, who is the PI of this study, are the only people who will have access to the data. Once the data is collected, it will be sealed in the file and shipped into Weber State University. After the completion of data analysis, the data will be resealed and kept by Dustin M. Grote for 6 years before destroyed. 106 Post-Pandemic Online Teaching in Senior Primary Schools CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Ruitao Liu at +1(385)-394-1133, Yifei Yang at +1(385)-512-6551 or the researcher’s mentor Dustin M. Grote at +1(970)980-9487. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with education in your own primary school. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date: Printed Name of Person Obtaining Consent: Signature of Person Obtaining Consent: Date: If the study involves children who will be providing their assent on this consent document, rather than on a separate assent document, use the following signatures: 107 Post-Pandemic Online Teaching in Senior Primary Schools Printed Name of Parent: Signature of Parent: Date: Ruitao Liu & Yifei Yang_Masters Thesis_Final _Examining Online Teaching in Senior Primary Schools in in Yangpu District Final Audit Report 2024-05-24 Created: 2024-05-22 By: Ellynn Raynor (ellynnraynor@weber.edu) Status: Signed Transaction ID: CBJCHBCAABAAh3qqlOLmxr4zszcDVALNNRRPygwzV1p1 "Ruitao Liu & Yifei Yang_Masters Thesis_Final_Examining Onlin e Teaching in Senior Primary Schools in in Yangpu District" Hist ory Document created by Ellynn Raynor (ellynnraynor@weber.edu) 2024-05-22 - 6:14:18 PM GMT- IP address: 137.190.250.0 Document emailed to Xiao Song (xiaosong@weber.edu) for signature 2024-05-22 - 6:15:19 PM GMT Email viewed by Xiao Song (xiaosong@weber.edu) 2024-05-22 - 6:23:25 PM GMT- IP address: 66.102.6.230 Document e-signed by Xiao Song (xiaosong@weber.edu) Signature Date: 2024-05-23 - 4:31:06 PM GMT - Time Source: server- IP address: 137.190.138.221 Document emailed to Vincent Bates (vincentbates@weber.edu) for signature 2024-05-23 - 4:31:08 PM GMT Email viewed by Vincent Bates (vincentbates@weber.edu) 2024-05-23 - 5:29:03 PM GMT- IP address: 66.102.6.232 Document e-signed by Vincent Bates (vincentbates@weber.edu) Signature Date: 2024-05-23 - 5:29:17 PM GMT - Time Source: server- IP address: 166.70.80.191 Document emailed to Dustin Grote (dustingrote@weber.edu) for signature 2024-05-23 - 5:29:18 PM GMT Email viewed by Dustin Grote (dustingrote@weber.edu) 2024-05-24 - 2:41:21 PM GMT- IP address: 66.102.6.234 Document e-signed by Dustin Grote (dustingrote@weber.edu) Signature Date: 2024-05-24 - 2:41:32 PM GMT - Time Source: server- IP address: 67.177.23.180 Agreement completed. 2024-05-24 - 2:41:32 PM GMT