Abstract
In recent years, the learning efficacy of online to offline (O2O) teaching methods seems to outperform traditional teaching methods in the field of education. Students can use a small private online course (SPOC) teaching platform to preview class-related materials, learn basic knowledge, and enhance the practical experience of system development in offline courses. The research team applied an artificial intelligence (AI) precision education strategy to design a teaching experiment that evaluated whether this approach may lead to better learning outcomes. In addition to questionnaire surveys to ascertain students' attitudes toward and their satisfaction with learning, this study employed in-depth interviews to understand a potential influence on changes in teachers' curriculum design and teaching approaches when SPOCs was integrated into the traditional university classroom, as well as the impact of the AI precision education model. The results showed that the AI precision education model may facilitate students' learning experience and enhance student achievement.
Highlights
The rapid growth of massive open online courses (MOOCs) has resulted in novel teaching and learning methods
This study aims to compare whether the students have significant differences in learning effectiveness when using the online teaching course of MOOCs in conjunction with an offline teaching experiment platform to conduct teaching experiments and introduce the intervention model of artificial intelligence (AI) precision education
This study aims to determine the impact of different teaching modes of AI precision education on students’ learning effectiveness
Summary
The rapid growth of massive open online courses (MOOCs) has resulted in novel teaching and learning methods. The following issues inevitably arise as a result of this global trend: (1) high registration rate and low completion rate; (2) a considerable gap in the interaction between students and teachers compared with traditional physical courses; (3) effective prevention certification and online evaluation still needs to be resolved; and (4) the cost of platform maintenance. Contrary to MOOCs, this model advocates the use of MOOCs to supplement rather than substitute classroom teaching. They can improve teachers’ teaching and learning. SPOCs have a high-class completion rate and solve the integrity issue associated with MOOCs’ online evaluation through physical classroom examinations. Incorporating flipped teaching in the course can be quite helpful to students’ learning effectiveness
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