Although some offline institutions have resumed classes at present, they are also facing many new problems and changes:
The quality of online courses provided by (1) is low, which cannot guarantee the teaching quality.
Some institutions have been providing online teaching for a long time, but because it is the first time to do it, both institutions and teachers are inexperienced and hastily choose the tool platform for transformation, which makes the teaching quality and effect lag behind. Originally, the purpose of students' training was to improve their grades. If online teaching fails to achieve this effect, parents and students will consider whether to stop online learning. After all, attending on-campus courses is enough.
(2) Institutions can't provide offline teaching, so attending classes becomes a problem.
Being unable to attend class is the most direct reason for the refund. At this time, institutions that have been unable to make ends meet have to deal with the surging tide of refund. During this period, there were news of organizations running away and refund disputes, and parents frequently contacted these news, not to mention staying calm and patient.
Although the suspension of classes allows us to see a chicken feather, many offline institutions also reject online education from the bottom of their hearts, but considering all aspects, this is the only way at present. Only by quickly building online courses, quickly gaining the understanding of parents and students, and completing the withdrawal through online channels can we effectively avoid refunds.
In addition, I believe that many teachers who have taken live classes will feel this way. Online teaching does not copy offline. Compared with other online teaching methods, live broadcast can restore offline teaching interaction. But if you study PPT as before, students might as well watch free recording and broadcasting courses.
In view of this situation, American reading education has introduced the interactive live broadcast function, which is repeated continuously, so that teachers and students can interact with voice images in real time without delay, and teachers can also get timely teaching feedback through interaction to ensure the teaching quality.
(3) The contact between home and school is not done well, and the stickiness with parents and students is not high.
Another reason why parents propose to refund fees is that the contact between home and school is not in place at ordinary times, which leads to low stickiness between parents and students. Once there are signs of trouble, parents are prone to the idea of refunding fees. Especially in preschool education institutions, parents take care of their children for two or three months in a row, and they find that they can also do a good job in their children's enlightenment education. After the epidemic has passed, they will feel no need to send their children back to institutions for study.
Good service and close communication are the basis of improving stickiness. It is suggested that during this period, in addition to providing online learning options, institutions should also regularly report on each student's learning situation, list the students' learning situation in detail, and synchronize with parents.
(4) Affected by the environment and the tide of fee refund, parents lose confidence in teaching and training institutions.
Under special circumstances, parents' emotions will be affected. Colleges and universities should understand that the situation of fee refund does exist. In the face of individual refunds, institutions should not panic, communicate with parents more, and try not to have disputes.
Online education is still a life-saving channel for institutions at this stage, so even if classes are resumed, we must adhere to the online layout.