Online Teaching Mode Research Articles

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study.

The use of online teaching mode has grown rapidly in recent years, particularly under the COVID-19 pandemic. To promote the learning motivation of students and teaching effectiveness, development of attractive online teaching material such as videos is important. In the present study, we developed 15 theory-related videos and 9 case-based videos in the context of a leadership course focusing on psychological well-being and psychosocial competence. Using a qualitative research methodology via focus groups (N = 48 students) to evaluate these videos, six themes emerged from the data, including video arrangement, design of videos, content of videos, benefits to students' pre-lesson self-learning, benefits to students' learning of course content, and contribution to students' class participation. The findings suggest that the videos can elicit positive perceptions of the students in a flipped classroom arrangement. Students also benefit from the videos in terms of their understanding of course content and their participation in class discussion. Besides, the study suggests that the videos promote the learning efficiency of the students. The present qualitative findings concurred with the previous quantitative findings, suggesting the value of using virtual teaching and learning to promote psychosocial competence in university students.

The role of gender in student teachers’ technology integration in teaching English speaking skills during the Covid-19 pandemic

While technology has been increasingly integrated in teaching practice, it remains unknow how gender plays a role in technology integration. This study aimed at investigating the difference between male and female student teachers in technology integration in teaching speaking skills during the sudden online teaching due to the COVID-19 pandemic. This study recruited 301 Indonesian student teachers who taught English as a foreign language and had completed online practice teaching during the pandemic. They completed two online questionnaires to measure their technology integration in teaching speaking skills. The results showed significant differences between male and female student teachers in the frequency of using technology tools but in the frequency of using technology to teach speaking skills for several purposes during this pandemic time. This study offers four implications to improve the student teachers’ technology integration in online teaching modes.

The Application of Online and Offline Blended Teaching Mode in College English Reading Teaching

The Application of Online and Offline Blended Teaching Mode in College English Reading Teaching

Influencing Factors of the Quality of MOOCs Based on the KANO Model

Massive open online courses (MOOCs) represent a new online course and teaching mode, offering targeted instruction and timely services to learners. They have become a key direction for reforming online education. Although MOOCs have experienced significant growth in recent years, the quality of courses published on platforms varies greatly, and scientific quality evaluation mechanisms are lacking. Existing studies on online course quality have primarily relied on questionnaire survey data. In the online environment, an abundance of comment data on platforms reflects learners’ perceptions of course quality, and an analysis mode based on learning comments can address the limitations of questionnaire surveys effectively. In this study, comment texts from learners on Chinese university MOOC platforms were chosen as research data. The influencing factors of online open-course quality were analyzed using the KANO model combined with the ordinal Logit regression method. Results demonstrate that system features, video production, teaching level of teachers, usefulness of teaching content, and comprehensiveness of teaching content are essential quality factors. Course-supporting information is considered an expectant quality factor. Teachers’ teaching style and course interaction are categorized as engaging quality factors. This study provides valuable insights for improving MOOC quality in Chinese universities.

Online English Classes for Bangladeshi Young Learners during the COVID-19 Pandemic: Voices of the Teachers and Parents

The recent COVID-19 pandemic brought a dramatic change in teaching and learning around the world. Almost all educational institutions shifted to the online mode of teaching so that students do not miss any academic year. In Bangladesh, such a mode of teaching was never introduced at the mass level earlier, and that is why it was quite challenging for teachers to conduct online classes initially. In some cases, teachers who did not have a certain level of technological expertise in using online teaching platforms experienced more issues in conducting classes. This qualitative study highlights the problems that teachers and parents of nine young learners (YLs) faced during their online classes. The focused group discussion among seven English teachers and nine parents revealed that many YLs could not follow the technical instructions of the teachers well, which compelled the parents to sit beside their children constantly. Moreover, this study reports on the experience of teachers in communicating and coordinating with students on online platforms in a developing country where a full-fledged online teaching mode has not been implemented before. Such a reciprocal interaction among teachers, students, and parents in an online platform provides the scope for rethinking the “parental involvement framework of online teaching” in an English for speakers of other languages (ESOL) context, where parents’ digital skills, as well as involvement with the learners’ the learning process, affect students’ academic achievement to a great extent. The findings of the study have implications for planning online English courses for YLs in ESOL contexts such as Bangladesh, where the idea of online teaching is quite new.

Retracted: Construction of Online Teaching Mode of College Sports Based on Neural Network Technology

Retracted: Construction of Online Teaching Mode of College Sports Based on Neural Network Technology

Evaluation of Online Teaching Effect of Vocational College Teachers Based on TOPSIS Technology and the Hierarchical Chi-Square Model

Internet teaching space requires teachers to be skilled in new technological platforms and tools and use new teaching interaction modes and evaluation means. Moreover, most front-line teachers have no online teaching experience before and bear the great pressure of online teaching. Hence, the evaluation of online teaching is challenge that has to be solved. A total of 169 teachers from six vocational colleges in Zhejiang Province were chosen as the research subjects in this study to improve the poor accuracy of the simple linear evaluation results of traditional classroom teaching. The relative efficacy of the online teaching quality of 169 teachers was estimated through the technique for order of preference by similarity to ideal solution (TOPSIS) technology. Next, the causal relationship between excellent achievement in online teaching training and the teaching effect of teachers with different titles was analyzed using the hierarchical chi-square model. Research results demonstrated that 12 level-2 indexes used in this study could depict the online teaching effect of university teachers comprehensively. The TOPSIS method calculated the scientific and reasonable ranking and evaluation values of 169 teachers. The Cochran–Mantel– Haenszel conditional independence test of the chi-square test presented significance. Our study of the instruments used to evaluate teacher success in online teaching shows that significant differences exist between evaluation grades for online teaching training and excellent achievement in online teaching training. This study can provide important references to comprehensively guide teachers to understand the value orientation of the new online teaching mode.

An investigation of online teaching and lecturers' online teaching competence in Vietnam: A case study at universities of technology and education

The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.

Research on the blended teaching path of water conservancy engineering in universities based on big data analysis

Abstract The rapid development of big data technology brings opportunities and challenges to traditional teaching methods, and online teaching mode is gradually carried out widely and deeply in colleges and universities. This paper proposes a framework for constructing students’ online learning evaluation process by using big data methods. The focus is on data analysis of the evaluation model of water resources engineering in colleges and universities through the BP algorithm. Under the accuracy index, the BP algorithm 93% performs better than the other three algorithms. The higher the accuracy rate, the more it reflects the feasibility and correctness of the model. In the recall index, the recall rate of the BP algorithm fluctuates from 80% to 93%, the fluctuation range of 13% is more stable, and the overall performance is better than the other three algorithms. The objective evaluation of learning obtained through big data will greatly reduce teachers’ teaching burden and produce more hydraulic engineering professionals for China.

Perspectives, practices, and challenges of online teaching during COVID-19 pandemic: A multinational survey

The result of the movement restrictions during the COVID-19 pandemic was an impromptu and abrupt switch from in-person to online teaching. Most focus has been on the perception and experience of students during the process. The aim of this international survey is to assess staffs' perspectives and challenges of online teaching during the COVID-19 lockdown. Cross-sectional research using a validated online survey was carried out in seven countries (Brazil, Saudi Arabia, Jordan, Indonesia, India, the United Kingdom, and Egypt) between the months of December 2021 and August 2022, to explore the status of online teaching among faculty members during the COVID-19 pandemic. Variables and response are presented as percentages while logistic regression was used to assess the factors that predict levels of satisfaction and the challenges associated with online instruction. A total of 721 response were received from mainly male (53%) staffs. Most respondents are from Brazil (59%), hold a Doctorate degree (70%) and have over 10 years of working experience (62%). Although, 67% and 79% have relevant tools and received training for online teaching respectively, 44% report that online teaching required more preparation time than face-to-face. Although 41% of respondents were uncertain about the outcome of online teaching, 49% were satisfied with the process. Also, poor internet bandwidth (51%), inability to track students' engagement (18%) and Lack of technical skills (11.5%) were the three main observed limitations. Having little or no prior experience of online teaching before the COVID-19 pandemic [OR, 1.58 (95% CI, 1.35–1.85)], and not supporting the move to online teaching mode [OR, 0.56 (95% CI,0.48–0.64)] were two main factors independently linked with dissatisfaction with online teaching. While staffs who support the move to online teaching were twice likely to report no barriers [OR, 2.15 (95% CI, 1.61–2.86)]. Although, relevant tools and training were provided to support the move to online teaching during COVID-19 lockdown, barriers such as poor internet bandwidth, inability to track students’ engagement and lack of technical skills were main limitations observed internationally by teaching staffs. Addressing these barriers should be the focus of higher education institution in preparation for future disruptions to traditional teaching modes.

Factors Influencing the Quality of Online Teaching: Application of DEMATEL and Cluster Technology

With the informationization of higher education, colleges and universities can fully apply online teaching mode to education and teaching. Therefore, analysis of factors affecting teaching quality of college teachers in online teaching can effectively make evaluation object (teachers) have a sense of achievement and pride, so as to mobilize enthusiasm of evaluation object and to stimulate the consciousness of honor and shame and consciousness of competition. This study adopts application of DEMATEL and Cluster technology, conducts a questionnaire survey on 5 colleges and universities in Henan Province, analyzes and identifies the teachers’ factors among factors affecting teaching quality of E-commerce courses, and analyzes comprehensive influence index of teachers’ factors, namely impact degree, affected degree, cause degree and centrality degree. A cluster flight is carried out on evaluation results of students. Results show that X2-2, X2-4, X2-5, and X4-3 represent high degree of centrality and high degree of cause, that is high importance of factor and the cause factor. The results of teacher evaluation can be divided into three groups by the K-means clustering method, and the clustering group shows significant significance for all research items (p < 0.05). The weights of X2-2, X2-4, X2-5, and X4-3 in cluster analysis also rank the top four, which is highly consistent with the results of DEMATEL’s research, demonstrating that application of DEMATEL and Cluster technology proposed is very maneuverable and scientific. Research results have important reference value for improving online teaching strategy, improving the quality of online teaching, and regulating teaching activities as a whole through the use of online teaching quality evaluation.

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

AbstractBackgroundSince the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context.ObjectivesThis study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses.Methods311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context.Results and ConclusionsThe results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers.ImplicationsBased on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19.

Fast Grasping Technique for Differentiated Mobile Phone Frame Based on Visual Guidance

With the increasing automation of mobile phone assembly, industrial robots are gradually being used in production lines for loading and unloading operations. At present, industrial robots are mainly used in online teaching mode, in which the robot’s movement and path are set by teaching in advance and then repeat the point-to-point operation. This mode of operation is less flexible and requires high professionalism in teaching and offline programming. When positioning and grasping different materials, the adjustment time is long, which affects the efficiency of production changeover. To solve the problem of poor adaptability of loading robots to differentiated products in mobile phone automatic assembly lines, it is necessary to quickly adjust the positioning and grasping of different models of mobile phone middle frames. Therefore, this paper proposes a highly adaptive grasping and positioning method for vision-guided right-angle robots.

A New Artificial Intelligence based Internet Online English Teaching Model with Curriculum of Ideological and Political Concern

With the development of artificial intelligence and the rapid spread of the Internet, online teaching has become an increasingly popular method of education. However, in the context of the post-epidemic era of COVID-19, online teaching has become even more important, as many educational institutions have been forced to transition to this model to ensure continuity of learning. In this context, there is a growing need to develop innovative approaches to online teaching that can effectively address the challenges posed by the pandemic. Online teaching has become increasingly important for higher education institutions around the world, and it has been particularly crucial during the COVID-19 pandemic. The teaching of English at universities and colleges exhibited significant performance for online teaching. The ideology concept performs online teaching in English for politics and comprises of different strategies. English teaching, several strategies can be implemented. This research paper proposes a novel approach to integrate artificial intelligence (AI) and cloud computing technologies in the online English teaching model with a curriculum of ideological and political concern for colleges and universities. The proposed model, referred to as AIIOE, aims to enhance the quality and effectiveness of online English teaching while also providing a comprehensive education on ideological and political issues. The AIIOE model utilizes natural language processing (NLP), machine learning, and cloud computing technologies to provide a personalized and interactive learning experience to students. The proposed curriculum includes topics related to political ideology, history, and culture to enhance students' awareness and understanding of their social and political environment. The study adopts a mixed-methods approach, including a survey of English teachers, focus group interviews with students, and an analysis of students' performance in English language proficiency and ideological and political awareness. The results indicate that the AIIOE model significantly improves students' English language proficiency, knowledge of ideological and political issues, and overall learning experience. The examination is evaluated based on the ideological and political curriculum with an Internet-based online teaching mode in English teaching. With the investigation of the Internet online teaching model, the significant contribution is evaluated. Through analysis, it is concluded that the concept of the Internet Online teaching model significantly contributed to ideological and political factors.

A randomized controlled experiment for comparing face-to-face and online teaching during COVID-19 pandemic

Randomized controlled experiments have shown that face-to-face teaching is more effective in delivering various learning outcomes than asynchronous online teaching. Unlike the asynchronous online teaching mode, the synchronous online mode has a live instruction component and is more comparable to the face-to-face mode. A small-sized randomized controlled experiment involving 50 students showed that there was no significant difference in student ratings on the effectiveness between the face-to-face and synchronous online teaching modes. Prior to the current study, no medium-or large-sized randomized controlled experiment had been conducted for comparing the two modes. The current study aims to fill in the gap by comparing the effectiveness of face-to-face (i.e., intervention) and synchronous online (i.e., control) teaching through a randomized controlled experiment involving 725 students from seven statistics courses offered by the Department of Statistics and Actuarial Science at the University of Hong Kong. Results show that the difference in learning outcomes between the two modes is not statistically significant. The class size is an effect modifier that students assigned to the face-to-face mode have significantly higher final weighted and final exam scores if they have face-to-face lessons with 25 students or fewer. The Pass/Fail grading option has a significantly negative effect on course performance.

Thoughts on the Construction of “Golden Course” in Business English under the Mixed Online and Offline Teaching Mode

Thoughts on the Construction of “Golden Course” in Business English under the Mixed Online and Offline Teaching Mode

COVID 19 – THE MODERN CHALLENGE OF HIGHER MEDICAL EDUCATION

Background: The COVID 19 pandemic created problems for the population not only in terms of health,  also in terms of education, especially in the field of medical education.  In order to prevent the spread of the virus in our country, regulations were adopted, including the so-called online teaching mode. The method of online learning is not new in the World, although this method of teaching in the field of medicine is associated with certain difficulties. Objectives: The  aim of our  study  was     In the conditions of the COVID 19 pandemic, in the field of medical education, the so-called Scientific evaluation of the role of online teaching. Methods: The research was prospective, based on the principle of the so-called snow team. through a questionnaire. In order to determine the peculiarities of distance learning of medical subjects, only a survey of students was conducted. In order to compare the results of the research, the following aspects were distinguished: To what extent is it possible to study the clinical skills of the so-called online format and In the clinical discipline, with the so-called on-line survey format, how much is it possible for the student to demonstrate the acquired knowledge as much as possible. The questionnaire intended for students included 25 closed questions. The content of the questions was behavioral, measuring mood and assessing knowledge. 102 respondents, 6th year students of Tbilisi State Medical University, were included in the research. All of them were involved in the distance learning process and they were interviewed in a telephone format. Conclusions: As a result of summarizing the results of our research, it was found that it is difficult to provide complete medical education in an online format under the conditions of a pandemic. According to the results of our survey, 44.1% of students consider online learning format justified in clinical disciplines. Also, the majority of students /65.6%/ believe that It is possible to reveal the maximum of knowledge in online mode. In the conditions of the epidemic, Online teaching is an alternative method and ensures the continuity of the teaching process. In addition, distance learning has many positive aspects (for example, financial and time savings during transportation), which can be used even after the end of the epidemic.

Strategies for Promoting Online Education to Achieve Efficient Teaching Focusing on English Higher Education in China

With the development of science and technology in the world, online teaching, which is different from the traditional education mode, is gradually becoming more popular. Since the outbreak of COVID-19, China has responded to the government's call and adopted online teaching for a long time. Due to the lack of experience and skills of online teaching mode, the learning efficiency under the new mode has also been greatly affected. Teachers can not carry out the previous management assessment methods, students are far away from the classroom, and their concentration is also reduced due to changes in the environment. China's English higher education has made continuous progress and development in the past decades, and has made many achievements so far. However, nowadays, the traditional higher English teaching mode gradually shows some problems to be changed. The purpose is to guide students to explore and learn the language knowledge itself, encourage students to use English in practice, and promote the development of students' English comprehensive ability. Therefore, the application of online teaching mode in China's English higher education can obviously not continue the traditional teaching methods. This paper is going to help Chinese education to use new strategies to change the teaching and assessment methods, change the roles of teachers and students in learning, improve the participation in the classroom, mobilize the enthusiasm of students, and cultivate students' practical use of English and autonomous learning ability

Research on Satisfaction Evaluation and Influencing Factors of Online Teaching Mode under the Background of Green Sustainability

Research on Satisfaction Evaluation and Influencing Factors of Online Teaching Mode under the Background of Green Sustainability

WeChat as a platform for blending problem/case-based learning and paper review methods in undergraduate paediatric orthopaedics internships: a feasibility and effectiveness study

BackgroundPaediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness.ObjectiveThis study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review.MethodsWe enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students’ perceptions and experiences.ResultsThe total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming.ConclusionsOur study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships.Trial RegistrationRetrospectively registered.