Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study

Ronghuai Huang, Ahmed Tlili, Huanhuan Wang, Yihong Shi, Curtis J. Bonk, Junfeng Yang and Daniel Burgos
Additional contact information
Ronghuai Huang: Smart Learning Institute of Beijing Normal University, Beijing 100875, China
Ahmed Tlili: Smart Learning Institute of Beijing Normal University, Beijing 100875, China
Huanhuan Wang: Smart Learning Institute of Beijing Normal University, Beijing 100875, China
Yihong Shi: Smart Learning Institute of Beijing Normal University, Beijing 100875, China
Curtis J. Bonk: Instructional Systems Technology Department, School of Education, Indiana University, Bloomington, IN 47405, USA
Junfeng Yang: School of Education, Hangzhou Normal University, Hangzhou 311121, China
Daniel Burgos: Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006 Logroño, Spain

Sustainability, 2021, vol. 13, issue 6, 1-17

Abstract: The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty. This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era. OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline. This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations. A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students. The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources. Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning. This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world.

Keywords: online-merge-offline learning; COVID-19; learning space; open education; pandemic (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/6/3512/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/6/3512/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:6:p:3512-:d:521822

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().