Construction of Online Course based on FCM Concept

Abstract

In 2007, flipped class model was firstly employed in class by Jonathan Bergmann and Aaron Sams, chemical teachers of Woodland Park High School, Colorado. Along with the popularity and development of internet, flipped class model of Khan Academy has drawn wide attention from global educators.Since Khan Academy was founded by Salman in 2011to provide free learning platform for learners by means of flipped class video and teacher’s personalized question-answering system. In this paper, taking for example the elective course of general education-Graph and Image Processing, focus is put on online construction of flipped class model based on FCM concept. Keywords-FCM; Online Course; Teaching Design I. FLIPPED CLASS MODEL In 2007, flipped class model was firstly employed in class by Jonathan Bergmann and Aaron Sams, chemical teachers of Woodland Park High School, Colorado. Along with the popularity and development of internet, flipped class model of Khan Academy has drawn wide attention from global educators. [1] In 2011, Jiao Jianli, Professor of South China Normal University, firstly presented flipped class model in his blog, which was seeing rapid development in 2012. In April 2013, Professor Gao Song, vice president of Peking University and Academician of China Academy of Sciences mentioned that advanced placement program should be established for junior high students to acquire admission qualification by dint of MOOC platform and flipped class model. [2]In September 2013, Nanjing Primary School was determined as the pilot school of flipped class model. In this paper, FCM-based online course is constructed, with Graph and Image Processing, the elective course of general education (hereinafter referred to as the Course), taken as research object. II. ANALYSIS ON COURSE DEMAND A. Student’s huge difference in basic knowledge The teaching about the elective course of general education is facing severe challenges, for there is a huge difference in regional development level of teaching informatization and students’ application ability of information technology, and besides, universities attach importance to information technology to varying degrees. This is obviously embodied by the fact that teaching activities always encounter difficulties in meeting the requirements of all students. Some students perceive that the teaching contents are too simple and thus hope that teachers can increase the difficulty, while other students argue that it is difficult to catch up with the progress because of the fast teaching progress and the excessive software application knowledge. Teaching activities encounter difficulties in satisfying the demands of learners at different levels, and meanwhile, learner’s dissatisfaction with teaching directly influences teaching enthusiasm, which will further impact the implementation of teaching objectives.[3] B. Student’s huge difference in basic knowledgeThe frequent emergence of new technologies and software versions as well as large quantities of course contents Along with the emergence of new technologies and software versions, information technology has exerted an important influence on various fields such as education, economy, life and entertainment. Meanwhile, the teaching concept and methods have been turned into methodologies, which is of great 2nd International Conference on Information, Electronics and Computer (ICIEAC 2014) © 2014. The authors Published by Atlantis Press 157 significance for the construction and development of other subjects. The concepts, such as computational thinking and methodologies of educational technology, have already been listed as course objectives by Teaching Instruction Committee of Ministry of Education. Therefore, the class given in computer room is filled with more and more teaching contents. III. Analysis on course investigation Elective course of general education is oriented to all students. Questionnaires are distributed for the purpose of adjusting the teaching emphasis in each semester, because students of different specialties show a huge difference in basic computer skills and interests. The result of partial questionnaires in 2013 fall semester can be seen as below: A. The overall evaluation on elective course of general education (Fig.1) shows that 5% of respondents are very satisfied, and “satisfied” means that the overall quality of the course needs to be improved. Fig. 1 B. Concerning what kinds of improvements need to be made in elective course of general education (multiple choices available), Fig. 2 shows that school’s introduction to all courses occupies 50.94%. This suggests that most of the time, students rely on sense or the words of schoolmates to select courses online rather than on the understanding of the teaching contents. Of all respondents, 39.12% argue the elective course shall be adjusted; 35.84% agree the teaching management of elective course shall be improved; 33.96 % hold that