High-quality Courses Research Articles

A Phenomenological Analysis of the Obstacles Impeding Vietnamese EFL Learners' Willingness to Communicate in English

The goal of this article is to examine the viewpoints of Vietnamese English as a Foreign Language (EFL) learners with respect to their willingness to communicate (WTC) and identify the barriers that impede their proficiency in the English language. The research employed a phenomenological approach to investigate the obstacles that hinder communication among Vietnamese EFL learners. According to the findings, common challenges encountered by learners include a restricted lexicon, inaccurate pronunciation, diminished self-assurance, and apprehension. These challenges are further compounded by cultural elements and unstimulating learning environments. Offering pertinent activities in a secure, adaptable, and intellectually stimulating learning environment may increase inquisitiveness and enhance English proficiency, according to the article. It is essential that teachers be involved in the delivery of high-quality courses, irrespective of the textbooks and curriculum employed. However, due to the subjective opinions of a small number of participants, the findings of this article are limited; future research should investigate teaching and learning techniques and more objective explanations for English communication difficulties. Furthermore, we recommend that future investigations broaden their scope beyond high school students by incorporating a wider range of topics and settings.

The Design of a MOOC on Health Behaviors: A Practical Blueprint for the Instructional Design of MOOCs

Massive Open Online Courses (MOOCs) are a primary mode of scaled-up online learning. They have enjoyed great popularity, which grew significantly during the Covid-19 pandemic. Despite the growing demand for MOOCs and the desire of institutions to develop high-quality courses, research indicates that the educational impact of MOOCs is limited. Low instructional design quality has been cited as a culprit for the failure of MOOCs to support learning and skill development, prompting calls for a more thorough design of MOOCs. The aims of our work are to describe the systematic development of guiding principles that informed instructional design decisions for our MOOC on health behaviors and to showcase how these principles were implemented in practice. Through triangulation of various sources of evidence on anticipated learners and the MOOC learning environment, we identified four key aspects we needed to address with our instructional design to facilitate learning. We formulated guiding principles that both addressed these aspects and served as a reference point during instructional design. Our approach to making instructional design decisions can serve as a practical blueprint for other MOOC developers.

Development of a New Technology Compound Talent Intelligent Learning Platform Based on Personalized Learning

With the continuous deepening of educational digital reform, the demands for digital empowerment of modern education and technology-driven educational transformation have become particularly urgent. Smart learning platforms and intelligent learning cloud services have emerged in this context. The JinYu project focuses on the cultivation of talents in the new era of the Internet and the construction of smart education. It is dedicated to providing an online learning platform and practical opportunities for programming learners, cultivating university students innovation and entrepreneurship capabilities. The project centers around the construction of high-quality courses in programming languages, emphasizing video recording and textbook writing. This initiative aims to expose a wider audience to courses related to programming and big data development, thereby creating a new technology compound talent intelligent learning platform based on personalized learning. The platform effectively promotes the transformation of smart learning forms and teaching modes in universities.

Research on the Evaluation of the Effectiveness of Industry-Teaching Integration Construction of Higher Vocational Excellence Courses--Based on Network DEA Model Analysis

Abstract The integration of industry and education is an important model for building high-level higher vocational colleges and universities, and it is also a necessary way to promote the modernization and development of higher vocational education. Based on Hall’s three-dimensional structural model, this paper explores the specific process of the construction of industry-teaching integration of high-level, high-quality courses and evaluates the effectiveness of the construction of industry-teaching integration of high-level, high-quality courses using the network SBM-DEA model. The evaluation index system was first constructed according to the questionnaire survey method, Delphi method, and hierarchical analysis method, and then the indexes were screened and applied to the empirical analysis of the effectiveness of the construction of industry-teaching fusion of higher vocational boutique courses. The average overall operational efficiency of the industry-teaching fusion of boutique courses at 45 higher vocational colleges and universities is 0.547, which is the average level. However, the efficiency of the two phases still has some differences between the average efficiency value of the resource construction phase and the outcome output phase. The correlation coefficient between the efficiency of the outcome output stage and the overall operational efficiency is 0.885, which is highly correlated. Most institutions pay more attention to the operation of the outcome output stage. The R² of the fit between pure technical efficiency and comprehensive efficiency is 0.731, and the R² of the fit between scale efficiency and comprehensive efficiency is 0.264, indicating that pure technical efficiency is the dominant factor affecting the comprehensive efficiency of institutions. In the two stages of resource construction and output of results, the output side shows insufficient output, while the input side shows input redundancy, indicating that the input resources are not effectively utilized. This paper provides a direction of action to strengthen the deep integration of industry and education in higher vocational boutique courses and to promote complementary resources and a benign interaction between schools and enterprises.

Implementation of basic life support education for the lay public in China: barriers, enablers, and possible solutions.

Education for the lay public in basic life support (BLS) is critical for increasing bystander cardiopulmonary resuscitation (CPR) rates and improving survival from out-of-hospital cardiac arrest (OHCA). Despite years of implementation, the BLS training rate in China has remained modest. The aim of this study was to investigate the factors influencing the implementation of BLS training programs in emergency medical service (EMS) centers in China and to identify specific barriers and enablers. Qualitative interviews were conducted with key informants from 40 EMS centers in Chinese cities. The participants included 11 directors/deputy directors, 24 training department leaders, and 5 senior trainers. The interview guide was based on the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. Thematic content analysis was used to identify themes and patterns across the interviews. We identified 16 factors influencing the implementation of BLS training programs encompassing the outer content, inner context, innovation and bridging factors. Some factors acted as either barriers or enablers at different EPIS stages. The main implementation barriers included limited external leadership, insufficient government investment, low public awareness, a shortage of trainers, an absence of incentives, an absence of authoritative courses and guidelines, a lack of qualification to issue certificates, limited academic involvement, and insufficient publicity. The main enablers were found to be supportive government leaders, strong public demand, adequate resources, program champions, available high-quality courses of high fitness within the local context, the involvement of diverse institutions, and effective publicity and promotion. Our findings emphasize the diversity of stakeholders, the complexity of implementation, and the need for localization and co-construction when conducting BLS training for lay public in city EMS centers. Improvements can be made at the national level, city level, and EMS institutional level to boost priority and awareness, promote legislation and policies, raise sustainable resources, and enhance the technology of BLS courses.

Research on the Implementation Path of Developing High-Quality Courses in Modern Industrial College: A Case Study of Fosun Tourism and Culture Intelligent Tourism Industrial College

Research on the Implementation Path of Developing High-Quality Courses in Modern Industrial College: A Case Study of Fosun Tourism and Culture Intelligent Tourism Industrial College

​​ACTIVITIES DESIGN STRATEGIES OF BLENDED ENGLISH GRAMMAR TEACHING IN HIGHER VOCATIONAL COLLEGES​

The outbreak of COVID-19 has made online teaching an important part of daily teaching. In the post-epidemic period, blended teaching will inevitably become a new teaching form in teaching activities, bringing a new classroom revolution and learning revolution to English grammar teaching in higher vocational colleges. Therefore, based on the characteristics analysis of EFL learners’ learning behavior, colleges and universities should transform the teaching methods with the combination of information technology and depth fusion of education teaching. It is important to make full use of the Massive Open Online Course (MOOC), Small Private Online Course (SPOC) and flip classroom teaching methods by the cohesion of course activities to improve the teaching paradigm online. Besides, with the help of intelligent platform to make out the learning behavior analysis data is also available which is benefits to content visualization, network class differentiation, entity classroom interaction and intelligent teaching management, realizing the "internet + intelligent" education, to build more high-quality courses. This paper is to adopt two classes students by different teaching methods, which are blended teaching method and traditional teaching method to explore the students’ learning behavior influential factors and activity design for blended teaching mode framework. Based on SPOC blended teaching course into the actual grammar teaching, this study discusses the English grammar blended teaching strategy for EFL learners. The aim is to improve the teaching efficiency of teachers and students' learning ability, and provide theoretical guidance for the design of the blended teaching mode of English grammar in higher vocational colleges.

A69Sustain and Spread: A Standardized Solution for High Quality Simulation

The past three years during Covid19 have brought significant changes to our simulation service, including a change of specialist extended faculty. As we began to resume our standard service, and new faculty members joined the team, it became apparent that we had been heavily reliant on individual faculty memory and had lost some organizational memory. This impacted the efficiency and quality of the service, as well as the experience for the new staff members. Therefore, we decided to evaluate all our courses to identify opportunities that would improve the overall service and help integrate new faculty. We initially used a scoping exercise based on the System Engineering Initiative in Patient Safety (SEIPS) framework [1] to evaluate all our courses looking at course design, scenario design, evaluation tools and course delivery to highlight themes for service improvement. Potential service improvement ideas were prioritized taking into consideration the Hierarchy of Intervention Effectiveness to ensure improvements were mixed across the person and system-focused levels [2]. The SEIPS scoping exercise highlighted inconsistency in course design, delivery and evaluation. As a team we set about designing a standardized approach that could be applied to both established and new courses, aiming to enable course resilience and retain valuable knowledge and documentation. We have designed and embedded standardization in all aspects of course design, delivery and evaluation: SEIPS based scenario design proforma Course introduction with a human factors workshop Incivility workshop Technical teaching aid for debriefing Human factors teaching tools Pre- and post-course evaluation Anonymized feedback from faculty was used to assess the impact of the standardized course design. This standardized approach has supported existing and new faculty to develop and run high quality courses; created a shared understanding of teaching content and delivery, and has had a positive impact on the consistency of course quality. By scoping and exploring our service we illuminated gaps within our organizational memory and were able to strengthen these by designing a series of innovative documents, proformas, teaching aides and evaluation. This standardized approach helps to enable consistent high quality, support new faculty, whilst still allowing for flexibility and adaptations when delivering courses. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

The Origin and Significance of Research on Music Education Reform and Talent Cultivation Based on Evaluation Index

Abstract In order to explore the origin and significance of music education reform and talent cultivation in the new era, this paper constructs a new music curriculum evaluation model based on SVM. Firstly, we explore the path of music education reform and the goal of music talent cultivation by taking the trend of Internet of everything as the origin of the proposed “high-quality courses” for music in universities. Then, we analyzed that the recognition accuracy of SVM is significantly better than most machine learning methods in solving high-dimensional small sample data, so we established a new music curriculum teaching evaluation model on this basis. The average score of each index of the new course teaching effect is 74, and the evaluation grade is better, obtained by establishing the evaluation system of the new music course of SVM. In the evaluation index, the CVI indexes were all kept in the range of 0.82 to 0.98, which was higher than the standard 0.78 of the CVI index, and the Kappa value of each evaluation index was higher than 0.86. The attendance rate in college teaching rose from 78% to 100%, the ability to master music knowledge rose from 67% to 93%, the ability to apply knowledge rose from 76% to 92%, and the average score on weekly tests rose from 86 to 96. Finally, it is concluded that the Internet-based music education reform approach can promote the development of music education careers and cultivate the important means of all-around talents.

A Case of Project Risk Management Course: Students’ Feedback on Teaching and Learning

To equip students to be capable professionals and active citizens is the goal of university teaching and learning. Effective teaching and learning are influenced by a variety of factors, including the role of lecturers in creating and delivering high-quality courses, the relevance and organization of course materials, and the learning environment. Therefore, it is crucial to get student feedback on these concerns to ensure excellent teaching and learning. Students' opinions on the course material, the lecturers' professionalism, their teaching and learning activities, and the learning environment (infrastructure) will be gathered for this study. The study also aims to look at the relationships between these components. This study's input was acquired through a survey design and a questionnaire. 132 students from project risk management classes at a public institution are participating in this study. Using IBM SPSS version 28, descriptive and correlation analysis of the feedback was performed. The results demonstrate that students' general opinions of the project risk management course's content were favorable and of high caliber. Additionally pleasant and exceptional are the lecturers' professionalism and the way they teach and study. The infrastructure is then suitable and conducive. Overall, there is a clear connection between the infrastructure, teaching and learning, professionalism of the lecturer, and the caliber of the course content. The results of this study can assist teachers in honing their teaching techniques and enhancing the caliber of their instruction.

BTCBMA Online Education Course Recommendation Algorithm Based on Learners' Learning Quality

To address the problems of existing online education curriculum recommendation methods such as low recommendation accuracy, an online education course recommendation algorithm (BTCBMA) considering learner learning quality is proposed. Firstly, the BERT model is combined with the TextCNN model to implement the preliminary extraction of text features. Secondly, the convolution neural networks and BiLSTM networks are used to capture deep features and temporal features in data. Finally, a multi-head attention mechanism is used to extract key information from learner interaction sequences, review texts, and curriculum multiple attributes. Experiments demonstrate that the accuracy, precision, recall, and F1 values of the proposed online course recommendation method in the MOOC dataset are 0.224, 0.241, 0.237, and 0.239, respectively, while in the CN dataset are 0.217, 0.239, 0.227, and 0.233, respectively, and the performance of the proposed method in online education course recommendation is significantly superior to the compared methods. For learners in online learning systems, the proposed method can effectively recommend high-quality courses, which is of great significance for improving the learning quality and learning efficiency of learners.

Blended/flipped biology classes during COVID-19.

Higher education has been significantly affected by the COVID-19 pandemic, disrupting universities worldwide. Unexpectedly, the global academic community was forced to transition to remote and online learning. In many cases, fragilities in the systems of the higher education institutions were exposed, pointing to the need for investment in developing more digital solutions, infrastructure, and teaching modalities. In the post-COVID-19 era, the development and adoption of robust pedagogical modalities is crucial to provide the education systems with effective strategies for designing high-quality courses. Since 2008, MOOCs have been widely used to support billions of students worldwide with flexible, accessible, and high-quality learning experiences. This study attempts to investigate the effectiveness of adopting the MOOC-based flipped approach. We present findings and lessons learned from adopting this approach in two different biology classes using the MITx online materials. Findings on students' preparedness, students' performance, MOOCs integration evaluation, and during-pandemic approach assessment are also explained. In general, the results indicated that students favored the overall experience and the implemented approach. Since the online learning is currently at an evolving stage in Egypt, we believe this study's results might be beneficial for policymakers and Egyptian education institutions in designing strategies to improve the education process.

Analyzing the Education Gap Between Rural and Urban Environments in China

Three major issues that widened the Education Gap in rural and urban environments in China are, 1) the lack of financial support in governmental funding, 2) the lack of qualified teachers in rural education systems, and 3) barriers in education after the National Curriculum Reform towards suzhi jiaoyu, human quality education. This paper provided details on the influences of educational investments and funding on reported rural school dropout rates, misconceptions about rural students ability and competence swayed by negative stereotypes, neglected rural students feelings and issues in rural ideology and values as burdens on rural students, and the mismatch in curriculum with examination as an assessment tool in the current education system. Along with current educational efforts at the core to increase literacy rates, quality of population, and promote human modernization, suggestions were offered on how society, government, and the field of education can take positive actions that have profound impacts on rural students life, such as to increase educational investments toward rural education in the maintenance of school functioning, hiring qualified teachers as well as raise their wages, and effective use of the internet as the access to high-quality courses to prepare rural students for future assessments. Doing so would help them attain quality education, have better academic, health, and life outcomes, and contribute to society.

Research on the implementation status and improvement strategies of cloud classroom personality teaching in elementary schools

Currently, the development of students' personality and the cultivation of innovative talents are regarded as an important task of education for each country, the personalized teaching has become the goal of the new curriculum reform in China. With the continuous development of cloud computing technology, network cloud platform education resources are being used more and more in the teaching process, the " personalized teaching of the cloud classroom" in primary schools has gradually become the highlight for the reform and research of the basic education in Nanjing. Since it was officially launched in 2010, Nanjing has 1380 high-quality courses in the cloud classroom, trained 775 backbone teachers, explored new teaching models, accumulated a wealth of teaching cases. At the same time, in the implementation process, it also faces many problems and challenges related to educational concept, technology and application. This study use the literature design and case study method to define the relevant conceptss in analyze the teaching. The result of this study shown that the use of cloud classroom teaching can provide teachers visual expression tools for the smooth implementation of teaching, reduce the teaching burden of teachers, and provide students with a teaching environment rich in pictures and texts, stimulate learning interest and improve learning efficiency.

Development Trend and Thinking of International Traditional Chinese Medicine in the Late and Postpandemic Era

AbstractThere are mainly following 10 aspects of the trends in the development of international traditional Chinese medicine (TCM) in the late and postepidemic era. (1) Rehabilitation intervention of TCM in the recovery period is the focus of international TCM clinical antiepidemic practice in the later stage of the epidemic. (2) The epidemic has accelerated the development of the internet toward high-tech online education and medical care. (3) The epidemic has forced overseas TCM to transform from the “agricultural era” to the “postindustrial era.” (4) It has become a trend that the proportion of theory courses in online teaching will increase dramatically. (5) The limited number of practical training courses and the simultaneous online and offline rotation of teaching will become a useful medium of exploration. (6) Online sharing of high-quality courses can save costs and is also the direction of future development. (7) It will become the norm for the adoption of online TCM conferences that break traditional barriers of locale and time zone. (8) The renewal of the heavy TCM clinical and teaching equipment is the trend of future development. (9) The involvement of finance and venture capital will catalyze the development of the field of corporate international chains of TCM and acupuncture. (10) Changes in the international political situation may affect the speed of the development of international Chinese medicine but will not stop its progress.

Application and exploration of virtual simulation experimental platform in the experimental teaching of clinical testing instruments and techniques

Clinical laboratory instrumentation and technology is a multidisciplinary, multi-technology, multi-disciplinary cross-discipline, with strong application, theoretical and experimental teaching methods are single and boring, and it is difficult for students to master and understand the abstract content. The laboratory has cooperated with a company to complete the experimental teaching for undergraduate students, and analyzed the advantages of this teaching method and the problems that need to be solved through the questionnaire and formative evaluation, and analyzed and summarized them, so as to provide relevant experience for this kind of courses to adopt the virtual simulation experimental platform and provide directional guidance for the construction and development of the virtual simulation experimental platform. Clinical laboratory instrumentation and technology is a multidisciplinary, multi-technology, multi-disciplinary course, which is highly applied, rapidly developing, and has a short update cycle, and is one of the main professional courses in medical laboratory technology. Since the epidemic in 2020, universities across the country have been actively responding to the call of the Ministry of Education to "suspend classes without stopping school" and adopting various teaching methods such as online teaching, catechism teaching, virtual simulation teaching, etc. As a new applied subject course with a high degree of knowledge and technology intensity and a unique application goal, Clinical Laboratory Instruments and Technology has undergone After nearly three years of continuous integration and exploration, our teaching and research department is currently using Shandong Zezhong virtual simulation platform to conduct laboratory classes, replacing the online teaching method adopted by most institutions, and improving teaching quality and implementing teaching reform by continuously developing the teaching mode of this course. In accordance with the spirit of document [2001] No. 4 of the Ministry of Education, combined with the teaching requirements of this course and the construction standards of the national high-quality courses, constantly adhere to the development and practice of the teaching methods of the course, the reform and innovation of teaching methods, so that it can adapt to the teaching needs of the current situation is the focus of this paper.

USING STUDENT FEEDBACK AND TEACHER REFLECTIONS TO DEVELOP COURSES: CASE STUDIES IN BUSINESS ENGLISH AND TOURISM AND HOSPITALITY ENGLISH COURSES

The provision of high-quality courses and the utilization of effective behaviours, methodologies, and approaches are essential targets that educators should aim for. In order to achieve these goals, it is imperative that teachers reflect on their practices and regularly update their curricula. Drawing on students’ perceptions and feedback are also of key importance when developing courses and adapting teaching practices. This paper reports on two case studies situated in Japan in which teachers engaged in self-reflection, sought and analyzed student feedback, and revised courses as a result of those processes. The article’s primary purpose is to examine how student feedback and teacher reflections can be utilized to improve the quality of courses and teaching practices, enabling a more engaging and fulfilling learning experience to be provided. Consistent with previous research, the case studies outlined in this article demonstrated that proactive instructor responses to ongoing feedback and reflections could improve class content, student/teacher engagement, and students’ overall learning experience. Thus, despite the many factors that may discourage educators from implementing changes to their courses and approaches, this article has shown that if constructive student feedback is acted on and sufficient effort is made to implement changes, then courses can be successfully adapted to the benefit of both students and teachers.

The Prediction of English Online Network Performance Based on the XGBoost Algorithm

The demand of C language informatization for English learning has increased greatly, and strengthening the application of informatization in teaching has become a current trend, while deep learning algorithms have been applied in various tasks due to their obvious advantages. In this paper, an English score prediction method based on the XGBoost algorithm is proposed. In order to verify the effectiveness of the model in English score prediction, the principle of the XGBoost algorithm is firstly analyzed as a basis. The English test scores of a university for 2019–2021 were used as the basic data source, and the output probabilities of the proposed model were used to compare the results under different conditions. The experimental results show that the predicted scores are basically consistent with the actual scores. From a scientific point of view, the ability to predict unknown data with low error suggests that it enables students and teachers to identify the underlying factors that make it difficult for students to answer questions. Understanding these causes is useful for designing high-quality courses and lesson plans.

Formation mechanism of popular courses on MOOC platforms: A configurational approach

Popular courses are representative of high-quality courses on MOOC (Massive Open Online Course) platforms. However, current research on the formation mechanism of popular courses is rare. Thus, a fuzzy-set qualitative comparative analysis (fsQCA) is adopted to explore configurations of MOOC quality elements for popular courses on MOOC platforms. This study selects courses on the Coursera platform as the research object. Unique datasets of 272 observations and 261 observations before and after the outbreak of pandemic, respectively, are used to investigate for a better understanding of the role of quality elements in forming popular courses. Three key findings are revealed. First, the configurations for MOOC popular courses differ from those of nonpopular courses, suggesting an asymmetric view of causality that underpins MOOC quality. Second, parsimonious configurations emergent from complex interactions among eight MOOC quality elements which are selected from three aspects of MOOC course arrangement, MOOC teaching faculty arrangement, and MOOC learner reviews, suggesting causality of equifinality that produces a popular course both before and after the outbreak of pandemic. Notably, the role of the professional title of MOOCs teachers becomes more important for forming popular courses after COVID-19. Third, although the number of MOOC teachers appears as a peripheral element along with the number of long reviews as a core element in all configurations for popular courses, they need the presence of other quality elements to form popular courses, suggesting a conjunction between quality elements. All findings provide implications not only for MOOC providers to regard popular courses as a result of configurations of MOOCs quality elements, but also for further research on fsQCA in course quality on MOOC platforms.

Research on High Quality Construction Strategy of Curriculum in Higher Vocational Education from the Perspective of Supply Side Reform

Under the new situation that higher vocational education undertakes both education and training, this paper studies how to make higher vocational courses meet the demand side requirements from the perspective of supply side reform. Building the house of quality of higher vocational courses based on QFD theory can help curriculum developers formulate scientific and effective technical routes and strategies, and finally realize the construction of high-quality courses by analyzing the importance, relevance, competitiveness, quality planning and other technical requirements of curriculum development and construction.