## 4 Difficulties in Policy Implementation  
Despite the careful planning and arrangements by the government, and the concerted efforts made by a wide range of parties in society, including schools and families, the implementation of the policy of \"Suspending Classes Without Stopping Learning\" still faces at least five problems.  
(1) Online teaching is constrained by infrastructure. Due to the large-scale teaching needs and personnel visits, online teaching platforms such as Cloud Classrooms, Rain Classrooms, and Ding Talk are often overwhelmed, and network crashes may happen. Meanwhile, differences in information technology infrastructure between regions can be significant. The network coverage in remote areas is insufficient, which may further lead to educational inequity. According to a survey conducted by CCTV (CCTV News, 2020), about 2% of students still have no access to online live teaching. Somechildren in mountainous areas even have to walk for hours to find places with stable network signals (Sohu News, 2020).  
(2) The proportion and efficiency of the use of online teaching resources are still rather low. Although the Chinese government's education administration department had already developed numerous national-, provincial-, and municipal-level online courses, these online courses had only acted as minor supplements to offline education before the outbreak. Also, there existed regional differences, inter-school differences, and subject differences, in the quantity of the selected quality courses (note that there are routinely selections of online courses based on the quality courses in China) ([PERSON], 2018). Therefore, a large proportion of teachers had little use and knowledge of online resources before the outbreak, but had to precipitously copy offline teaching content to the network space, without making appropriate adaptations.  
(3) The effect of online education is, to a large extent, contingent on teachers' online teaching ability and experience. As online teaching was not yet a major form of education in Chinese schools, many teachers had no previous experience in online teaching. Although teachers received various types of training during the outbreak, the short-term effect of such training remains arguably minimal. Further, the urban-rural disparity, different levels of knowledge about information technology acquired by teachers, and teachers' differing attitudes towards, and ability to learn, information technology, are all having an impact on the general effectiveness of online education across the country ([PERSON] et al., 2015).  
(4) Students and teachers face problems when studying and teaching at home. First of all, there are a wide range of distractions from teaching and studying at home. For example, the burden of housework and childcare can be heavy for young teachers, which may have a negative impact on their online teaching. Secondly, not all teachers and students are able to find suitable spaces for teaching and studying at home. Third, teaching and studying can be constrained by insufficient hardware and an unstable network at home.  
(5) It remains unclear what teaching mode and pedagogy may best work for online education. Although \"Suspending Classes Without Stopping Learning\" aims to avoid precipitous copying of the offline curriculum to online teaching, there is yet to be a consensus that can be widely employed by teachers and students on how such copying may be avoided. Additionally, how to take into account and integrate the unique attributes of online education into daily online teaching and learning still needs further exploration.