How do students view online learning: an empirical study of online learning during the Covid-19 Pandemic

. During the Covid-19 prevention and control period, the online learning became the main learning pathway for students. Meanwhile, it brings some new questions worthy to considering, such as, how was the online learning for students? How were the effects? And how did students perceive it? In order to answer those questions and gain deep understanding for online learning, the research conducted an investigation among a number of high schools in Xuzhou, Jiangsu Province, China, with an anonymous questionnaire being distributed to the students. As the main group involved in online learning, it is critical in exploring the answers and promoting developments of online learning to investigate students’ views and attitudes towards the effectiveness, instruction, communication, advantages and disadvantages of online learning. The results indicate that even students could rapidly adapt to the new learning style, there are still several notable limitations, such as the lack of supervision, collective atmosphere of study, and humanity communication.


Introduction
Since proposing an online "teacher-parentstudent" community framework model. Zou Li and Xie (2020) analyzed the development of e-learning in universities in a regional context, and proposed a regional online education model.   These elements and data may comprehensively show the regional outline for the secondary school students' online learning during the pandemic.

Study motivation
The results showed that only about 35% of students said they studied by "internal motivation", yet nearly 70% of students expressed they were motivated to study online by external sources, of whom, 40% were motivated by the tasks assigned by teachers online, 18% were motivated by 'peer influence', that was they believed that their classmates were taking online learning seriously and they could not afford to be left behind, and 7% relied on parental urging (see Figure 1).  (Liu & Sun, 2020).
Comparing the data from graduating classes and non-graduating classes, we found there was corresponding tendency, while the former's performance was more significantly than the latter's. More details present in Figure 2. We suppose that the pressure from academic work push final year students overcome the difficulties and discomfort, and significantly perform better than nonfinal year students in terms of selfmanagement, quality of academic completion, problem solving and motivation maintenance (Chen & Liu, 2021).

Advantages and disadvantages
With data analyzing, learning with more relaxation and interests, freely     with teachers in home-school cooperation (Li Wang & Chai, 2021;Gao, 2020).

Collective atmosphere
Many students clearly stated that the group learning atmosphere was one of the main advantages of studying at school, where they could whisper to each other, sharing ideas and raising hands to ask questions at any time. However, this is a need that cannot be met by online learning, as the distance learning technology is still unable to provide a more humanity online communication environment (Jiao Zhou & Chen, 2020). Online learning during the epidemic was often in a 'many-to-one' mode, where dozens of students could see their teachers, but not each other. Without working together, collaborative discussion, sense of rhythm and tension, and sense of social presence was weak (Teng, 2013 talked about their study as the main topics.
The data of graduate students were better, with 27% of students talking about study online, yet, the tendency was similar.

Adaptability
In decades, distance education has been used as an adjunct to schooling, but in the pandemic, it had become the main instruction approach. This transformation led to a certain degree of non-adaptability for students. Almost half of respondents (35%) indicated that the online learning at home was not very suitable for study, 9% respondents indicated it was very unsuitable for learning. Figure 5 provides more comparison in adaptability between graduate students and non-graduate students. From it we could find the graduate students mainly chose the 'home environment was more suitable for studying' (55%) and 'home environment was less suitable for studying' (36%). None of them chose 'home environment was very suitable for studying', which was a significant difference from the nongraduate students' choice.

Attitude
It is foreseeable that online learning will become one of the key methods of education in the future. And with the  Figure 6. We analyzed that the anxiety of the imminent university entrance exams made it difficult for them to 'settle in' as well as other grades students. As a result, although final year students outperformed than other grades students in terms of quality of task completion, efficiency and self-learning ability, they were more eager to return to the familiarity and authenticity of the traditional onsite learning.
It is foreseeable that blended online and offline teaching will be the main mode of teaching in schools and colleges for a long time to come. This pandemic has brought a huge challenge to online education around the world, and it is also a catalyst for the development. Therefore, it is necessary for the basic education school teachers, who already have more than two months of experience in online teaching, to widely and actively engage in the information era.