Computer Basic Course Research Articles

Computer Experimental Course Teaching Reform Design Based on Cloud Computing

This paper begins with an analysis of the advantages of cloud computing technology in the teaching of experimental courses in colleges and universities. In order to make full use of the role of cloud computing technology in computer-assisted teaching, this paper combines the cloud computing technology with the teaching reform of computer basic courses in colleges and universities. The Design and Implementation of Computer Experiment Course Teaching in the Environment of Cloud Computing Technology. The program builds a computer experiment teaching environment on the basis of cloud computing technology and launches a new teaching reform model based on cloud computing technology. On the basis of cloud computing technology, this paper discusses the practical cases of collaborative learning model and shows that the teaching reform design of computer experiment courses based on cloud computing technology can achieve good experimental teaching effects, further improve the quality of computer experimental teaching, and make students’ innovation and practice. The continuous improvement of capabilities is of great significance to the construction of a resource-saving experimental environment, curriculum teaching reform, and innovative experimental teaching modes.

Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System.

ObjectiveCommunity colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida’s state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission?MethodThis work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews.ResultsCampus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted.ContributionsOur findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations.

Teaching by Recycling; Transferring the Individually-Obtained Knowledge by a Single Student to All Other Students

In computer-based courses such as multimedia and digital design courses, being fully conversant with a computer application is almost unachievable within a single academic semester. Therefore, it is common for students to seek additional help and information from their lecturers either during office hours or through emails. It is also common for students to acquire skills from online tutorials, books, friends, or private tutors, which may cause the student to possess more advanced computer skills than others, including their lecturers. The knowledge that is individually acquired by the student from the teacher or from other sources is usually limited to that single learner. Therefore, this action research proposes a new teaching method; Teaching by Recycling (TBR) whereby the effort of teaching a single student is recycled into the practice of teaching all students together. The main aim is to transfer the individually-obtained knowledge from the teacher or from other sources to other students. This research explores the implications of TBR and investigates its effectiveness in augmenting the pedagogical efficiency and scope of teaching students individually through expanding this scope to include teaching all students collectively.

Teaching Reform of Vocational Computer Basic Courses Based on Specialty Needs

How the vocational computer basic courses better serve the specialty is an important measure to deepen the teaching reform and improve the educational informationization. Combining with the teaching reform of computer basic courses for non-computer majors in our college, this paper explores the teaching reform measures about how the computer basic courses take the needs of professional posts as the target and serve the specialties.

Reform and Research on Teaching Mode of Computer Basic Course in College

The paper proposes the reform of the multi-dimensional teaching mode based on the research and analysis about the current teaching mode of computer basic course and teaching practice in the university in China, which is the integration of information and the contents of the courses. Finally, this paper studies and discusses the reform of curriculum contents, teaching methods and evaluation methods.

Pursuing Deep Equity in “Blended” Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth through Computer-Based Learning

Background/Context Efforts to increase low-income, underrepresented students’ access to coursework increasingly tap computer-based course materials. Yet as we turn increasingly to computers for instruction, what might the in-person teacher still be needed to do? This paper presents seven in-person “teacher roles” that precollege low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials. Data were collected across two years in 19 summer school classrooms where 400 high school students took computer-based college-preparatory courses supported in person by teachers and teachers’ assistants (TAs). We offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice. We define “equity” effort as active effort to meet the needs of each student and all groups of students; here, the effort was to sufficiently prepare each and all students for college. Purpose/Objective/Research Question/Focus of Study We used focus groups, classroom observations, and interviews to study the roles that teachers embraced and students valued. We asked two research questions: (1) How do in-class teachers (teachers and TAs) support students as students access material online? (2) According to student and adult participants, which teacher supports are key to student success in the courses? Research Design Researchers observed classrooms to capture patterns of frequently repeated adult-student and peer interaction. Through informal and semi-structured ethnographic interviews and focus groups, we invited participants to comment on needed supports for classrooms and on the supports they saw as particularly valuable (or not). We conducted approximately 46 hours of interviews and focus groups and 500 hours of observation. Conclusions/Recommendations We describe three in-person teacher roles that participants said assisted students in achieving basic equity with computer materials—that is, precollege content access and course credit otherwise denied. We explore four in-person teacher roles that participants called particularly necessary for deep equity—to support students’ individual and collective comprehension of the online materials, often through dialogue. We conclude that the teacher's overarching role for achieving equity in these blended classrooms was to continually adjust pedagogy as needed to ensure each and all students both accessed and understood the precollege content. This suggests that adding technology to classrooms to support all students fundamentally requires teachers.

Autonomy Support Teaching: Teaching Reform of Basic Computer Courses in the University

The essence of autonomy supporting teaching is that teachers design teaching from students’ point of view in the process of classroom teaching, that is, the teaching style changes from teacher-centered to student-centered, which is conducive to cultivating students' subjective consciousness and initiative. Based on the current situation of computer basic teaching in the university, this paper explores the transformation of teaching style from traditional teaching to autonomy support teaching, the principle of intensive interpretation, more questions and more and task-driven teaching method are adopted, and the unidirectional instruction from the teacher is replaced by the interaction between the teacher and students, and cooperation and mutual help among students are encouraged by the teacher, thus students’ learning interest will be enhanced and their learning potential will be stimulated. Through the teaching practice of recent three semesters, it is proved that autonomy supporting teaching is effective.

Research on the Curriculum Design of the Computer Public Course Oriented to the Cultivation of Computational Thinking Ability

The traditional university computer public class emphasizes the “instrumentality” of computers, and aims to improve students’ operation skills and ability to solve specific problems in life. Teaching practice has found that the tool-oriented instructional design ignores the impact of computer science on students’ thinking quality and scientific research ability, which is not conducive for students to grasp the principle of computer operation comprehensively. Based on the analyzation of existing research, this paper put forward a Computational Thinking Content Framework that integrates the teaching of computer basic courses in university from a macro perspective. On the other hand, the teaching mode aiming for the cultivation of Computational Thinking was designed. Under the guidance of the problem-based learning, the instructional design is carried out from three levels: comprehension and understanding, simple application and comprehensive application to impart Computational Thinking knowledge, skills, disposition and strategy. Progressive design teaching activities are carried out around teaching practice and group discussion, practice by oneself, and comprehensive task, then evaluated by self-port and performance. Finally, the effectiveness of the teaching mode was verified, which brings the ideas and methods of Computational Thinking training to the ground. The research demonstrates that the computer basic course targeted at cultivation of Computational Thinking has a significant effect on improving students’ innovative ability and comprehensive quality.

The research on the professional development of information technology teachers based on the implementation of flipped classroom teaching model

With the rapid development of science and technology, human society has entered a new era of 'knowledge innovation' and the cultivation of students' information literacy has received increasing attention of researchers. Under this background, information technology teachers play an important role in improving learners' information literacy. This paper combines quantitative research with qualitative research to discuss the current research situation of information technology teachers' professional development. Furthermore, it constructs a SPOC-based flipped classroom teaching model, conducts a practical study on basic computer courses in academy, uses questionnaires and interviews, and finds that the teaching model has achieved good results. On this basis, this paper deeply studies the professional development of information technology teachers in the view of flipped classroom teaching mode. Meanwhile, it makes analysis from three dimensions: 1) focusing on action research to effectively enhance the practical wisdom of information technology teachers; 2) focusing on teaching reflection to improve the practical knowledge of information technology teachers; 3) establishing and improving the management and evaluation system of information technology teachers to build the professional growth community of information technology teachers.

大学计算机基础课程教学质量提升研究

大学计算机基础课程教学质量提升研究

The research on the professional development of information technology teachers based on the implementation of flipped classroom teaching model

With the rapid development of science and technology, human society has entered a new era of 'knowledge innovation' and the cultivation of students' information literacy has received increasing attention of researchers. Under this background, information technology teachers play an important role in improving learners' information literacy. This paper combines quantitative research with qualitative research to discuss the current research situation of information technology teachers' professional development. Furthermore, it constructs a SPOC-based flipped classroom teaching model, conducts a practical study on basic computer courses in academy, uses questionnaires and interviews, and finds that the teaching model has achieved good results. On this basis, this paper deeply studies the professional development of information technology teachers in the view of flipped classroom teaching mode. Meanwhile, it makes analysis from three dimensions: 1) focusing on action research to effectively enhance the practical wisdom of information technology teachers; 2) focusing on teaching reflection to improve the practical knowledge of information technology teachers; 3) establishing and improving the management and evaluation system of information technology teachers to build the professional growth community of information technology teachers.

Instructional Design and Practice of Data Analysis Course for the Cultivation of Computational Thinking Ability

Due to the rapid development of computer, network and data processing, computational thinking (CT) ability has played an important element for talent cultivation in the era of big data since it came out. As computer foundation course, Data Analysis Courses has a certain degree of fit with computational thinking training. In order to cultivate computational thinking, our team tried to integrate computational thinking into computer basic courses. To begin with, this paper analyzes the convergence of Data Analysis Courses and computational thinking, and puts forward the instructional design of Statistical Product and Service Solutions (SPSS) data analysis course from the perspective of computational thinking. Then based on the problem-based learning, the instructional design is carried out from three levels: comprehension and understanding, simple application and comprehensive application. Finally, aiming at improving students’ CT ability, the teaching activities are designed progressively in computational thinking knowledge, CT skills, CT consciousness and CT strategy. Based on the above work, we carried out the Data Analysis course for the development of computational thinking. After a semester of practice, the results demonstrates that the teaching model proposed in this article enhances the students' CT ability significantly, and Data Analysis Courses is of great significance to the cultivation of students' CT.

Compatibility of Computer-based Learning with Differentiated Learning Styles of Chemical Engineering Students as Evidenced by the Outcomes

The incorporation of more computer-based courses and teaching-learning strategies in the Chemical Engineering (CHE) curriculum prompted educators to use information technology more effectively and efficiently. Thus, this research investigated the compatibility of Computer-Based Learning (CBL) with the learning styles of the CHE students through their learning outcomes. With a quasi-experimental research design, the researcher employed a CBL instrument structured in four steps (see-try-do-explain) and assessed the learning style preferences using the Felder-Solomon Index of learning style. The respondents included all fourth-year students enrolled in the Computer Applications in Chemical Engineering. The study revealed that CHE students are mostly sensing and visual; they found it hardest to transition from step ‘see’ to step ‘try’. Verbal and global learners will most likely survive in the four-step CBL while active learners will lag. However, the research failed to show that CBL was significantly compatible with the differentiated learning styles of the CHE students.

The Application of Paperless Network Examination in Computer Basic Course Examination

According to the practical characteristics of the computer course, the traditional assessment method of the course has one-sidedness and difficulty in the evaluation of the students' learning process. It is a trend to implement the reform of examination method based on paperless network examination system through the construction of open network examination platform which relies on network information .The article introduces the composition of the examination system, the construction and distribution of the examination question bank, the parameter setting, the stage learning evaluation and the learning track record. The practice proves that the reform of the examination method is not only beneficial to the process evaluation, but also beneficial to play the feedback, encouragement and evaluation analysis function. Furthermore, it can improve students' independent learning capability.

E-LEARNING IN PROFESSIONALLY ORIENTED GERMAN COMMUNICATIVE COMPETENCE FORMATION OF STUDENTS MAJORING IN TOURISM MANAGEMENT

This paper explores the specific features of E-learning as applied to developing professionally oriented German communicative competence in future tourism managers. With this aim the authors analyse modern trends in E-learning as well as teaching potential of existing platforms. Moodle platform has been chosen to develop the author’s computer-based course. The research also includes a pilot training to prove the effectiveness of fulfilling innovative academic and professionally oriented methodological tasks. Within the framework of undertaken research the authors systematise existing scientific concepts and describe SLA teaching strategies using Moodle network support. The procedure of defining the strategy steps in SLA using computer-based learning technologies can be the subject of further studies.

Self-organizing Community Learning Based on P2P Network in a University Computer Foundation Course

In order to solve the problem of lack of targeted guidance for learners in the community learning process, an improved algorithm for constructing com-munities was proposed. The algorithm used P2P architecture. Through the improved learning rules, the links between learners with similar interests were continuously strengthened. The community structure was automatically adjusted. In the end, learners with similar interests were grouped together. Taking university computer basic courses as an example, a self-organizing community learning system based on p2p network-based university comput-er basic courses was constructed. The results showed that compared with the traditional P2P architecture learning algorithm, this algorithm achieved better community construction quality and higher community construction speed. Therefore, this method can improve the learning effect of the university computer basic curriculum community.

Research on the Teaching Reform in Computer Basic Course Centered on Improving Information Literacy

Research on the Teaching Reform in Computer Basic Course Centered on Improving Information Literacy

Computer-based course evaluation: an extended technology acceptance model

This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.

Study on the Teaching Reform of Basic Courses in Local Universities

The university computer foundation is the first computer basic course after the students enrolled in the school, and plays an important role in cultivating students' information literacy. This paper puts forward the ideas and measures of the reform of computer basic course teaching in colleges and universities, especially the local colleges and universities in colleges and universities, especially the local colleges and universities, and has some reference for local colleges and universities.

Training the computational thinking of medical students in the process of data processing

Basic Requirements of Teaching Basic Courses of Computer in Universities proposed pro-moting reforms to universities' computer basic education, whose core was to cultivate the students' computational thinking ability, infiltrating the essential thinking method of computational science in content and design of the course. Tianjin Medical University distinguished different levels of students according to a proficiency test, implemented graded teaching, introduced MATLAB in the course of program design, and performed modular teaching according to the students' specialties. All courses implemented small class teaching to strengthen the students' ability to apply computational thinking and computer technology to medical practice and introduced network-based test, in order to provide ideas for the teaching reform of computer basic courses in medical col-leges and universities. Key words: Computational thinking; Modular teaching; MATLAB programming design; Modular teaching; Medical University