Private Online Course Research Articles

Exploring the Reform of Flipped Classroom Teaching Based on SPOC

This study, centered around the "ARM Embedded System Architecture" course, compares traditional teaching methods with the practical effects of a flipped classroom approach based on Small Private Online Courses (SPOC). The analysis of the current teaching situation reveals shortcomings in traditional lecture-based teaching methods concerning student engagement and effectiveness. Therefore, this research focuses on implementing a hybrid teaching model based on SPOC for flipped classrooms, using the Learning APP as a platform. Through comparative experiments between the experimental and control groups, the study collects data on students' learning status, knowledge mastery, and assignment performance. The use of the Learning APP extensively records students' learning trajectories. The results indicate that the SPOC-based flipped classroom model exhibits significant advantages in enhancing student engagement, deepening knowledge internalization, and promoting practical application. This research provides empirical support for the promotion of digitalization and innovative teaching models in higher education, offering insights into the construction of a more flexible and effective educational system.

Blended teaching mode based on small private online course and case-based learning in analgesia and sedation education in China: a comparison with an offline mode

BackgroundStandardized training for pain, agitation-sedation, and delirium (PAD) management is urgently needed for Chinese intensivists’ continuing education. Since 2020, because of the COVID-19 pandemic, the Chinese Analgesia and Sedation Education and Research (CASER) group has used an online blended teaching mode based on a small private online course (SPOC) and case-based learning (CBL). This study evaluated whether an online blended teaching mode has similar effects on PAD management training when an offline mode cannot be used.Materials and methodsSince 2020, the CASER group has provided offline training and online SPOC&CBL training three times each, targeting intensivists and ICU nurses in China. All participants were divided into an offline group and SPOC&CBL group. A final examination was offered in each training session to assess the students' mastery of professional knowledge. Teachers’ and students’ perceptions regarding the online SPOC&CBL mode were evaluated through questionnaires.ResultsOf all participants (n = 117), 106 completed all examinations and questionnaires. Most participants were aged 31–40 years (53, 50.0%), had an academic degree (60, 56.6%), and worked in a tertiary hospital (100, 94.34%). We assessed the learning effect on participants from two aspects: theory and clinical practice. There was no significant difference between the SPOC&CBL and offline groups in terms of theoretical, case analysis, and total scores (p > 0.05). In terms of the participants’ perceptions regarding the SPOC&CBL mode, 91.5% considered the online mode to be a useful and accessible alternative to improve knowledge and skills. A total of 95.7% of the participants believed that they could interact well with group members, and 87.2% believed that they had a good degree of participation. Of these participants, 76.6% believed that they had received valuable learning resources. All instructors believed that the SPOC&CBL mode was more flexible than the offline mode in terms of teaching time and location, and they were all willing to carry out training with the SPOC&CBL mode.ConclusionCompared to the offline mode, the SPOC&CBL mode can also enhance participants’ knowledge and skills and meets their expectations. Therefore, an online mode can be considered a potential method in PAD management education in China.

English Distance Teaching Based on SPOC Classroom and Online Mixed Teaching Mode

At present, the English Small Private Online Course (SPOC) online mixed teaching model has problems in evaluating students' learning and organizing teaching papers. For example, the evaluation is chaotic and unable to meet the key points of organizing the paper. Starting from the thinking chain that accepting learning outcomes can promote learning behavior, a score prediction method and test paper generation algorithm (TPGA) based on a learning evaluation diagnostic model are designed. Among them, the performance prediction algorithm is designed by combining multiple linear regression (MLR) and random forest (RF). The TPGA is based on students' learning status. The research results show that most of the predicted values output by the performance prediction model are not significantly different from the actual values. They are within a reasonable range. Meanwhile, under the influence of TPGA, the number of students in the experimental group is higher in the 70-80 and 80-90 segments, with 27 and 6, respectively. The experimental group has a higher average score rate on each type of question and knowledge point. Both models have high student satisfaction, indicating that the results oriented online mixed learning strategy designed in the study can effectively improve students' learning outcomes.

The application and influence of “Small Private Online Course” based on flipped classroom teaching model in the course of fundamental operations in surgery in China

To investigate the effect of “Small Private Online Course” (SPOC) based on flipped classroom teaching model on the students in the course of fundamental operations in surgery. A prospective study. 8-year program students (juniors) majored in clinical medicine in Navy medical university. The mastery of theoretical knowledge and operational skill of the students, the comparison of final test examination score between traditional teaching method and “SPOC + flipped classroom” model and the feedback completed by students. Our study found that SPOC + flipped classroom could significantly increase the efficacy of the class and enhance the ability of the students compared with the traditional method. The new teaching model could have a positive influence for medical students on their basic knowledge and operational skill.

Exploring the Online Platform Construction of English Movie Audiovisual Speaking Blended Teaching Mode Based on POA Theory of Production-Oriented Approach

Abstract This article is concerned with improving college students’ English audiovisual speaking ability in the context of the development of the times. Based on the SPOC (Small Private Online Course) teaching platform and the POA (Production-Oriented Approach) theory, the article constructs a blended teaching mode of English movie audiovisual speaking course. This model extracts English movie audiovisual features through the multimodal fusion of audiovisual correlation perception and audiovisual recognition. The article adopts CRNN (Convolutional Recurrent Neural Network) model and 3D convolutional structure to build a multimodal audiovisual speech recognition model for English movies. The differences between blended and traditional teaching are analyzed and the effects of integrated teaching are explored through a study of South China Agricultural University students. The study results show that the combined teaching is 0.699 points higher than the traditional teaching method in the average normalized gain score, and the audiovisual speaking ability of the students in the experimental class has improved by 76.04%. The blended teaching of English movie audiovisual speaking based on SPOC platform can effectively enhance students’ audiovisual speaking ability, thus promoting students’ cross-cultural communication ability.

​​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.

Reform and exploration of biopharmaceutics blended teaching in the context of "first-class undergraduate education"

In recent years, the biopharmaceutical industry has developed rapidly, creating urgent demand for high-quality, innovative, and application-oriented talents. In the context of "first-class undergraduate education", it is of great significance to reform and explore biopharmaceutics blended learning to foster professional talents who can adapt to the industrial development. The blended teaching of biopharmaceutics course in Hubei University was based on small private online course (SPOC) and ChaoXing platform, aiming to meet the first-class "AIC (advanced, innovation, challenge)". The course strengthened the three phases of teaching: before, during, and after class, and innovated teaching methods actively to achieve curriculum goals, and integrated typical cases organically. In addition, the course improved the discriminative power of assessment by strengthening the formative performance evaluation. Moreover, the course provided guidance for students to improve the learning efficiency through investigating the students' learning behavior and employing the marginal utility curve to analyze the characteristics of group activities. Furthermore, the course also offered students personalized learning guidance based on their career planning. The reform of biopharmaceutics blended teaching has achieved significant outcomes, such as improving students' satisfaction, students' innovation and entrepreneurship ability, and curriculum construction level, thus may serve as a reference for the teaching reform and research of the related courses.

Challenges of fully online learning for dermatology education: a retrospective study.

Blended learning has proven to be an effective teaching strategy. During the COVID-19 pandemic in 2019, educational institutions worldwide switched to online learning. However, there is limited research on the effectiveness of blended learning and fully online learning. This study aims to evaluate and compare whether pure online learning is as effective as traditional blended learning by taking the example of dermatology education. The researchers compared traditional blended learning and fully online learning by evaluating the achievement scores of undergraduate students in a dermatology course in the academic years 2019 and 2020, respectively, at the Shandong First Medical University, China. In 2019, students undertook small private online courses (SPOCs) combined with face-to-face teacher-led learning. In 2020, live teacher-led learning replaced face-to-face teacher-led learning. The researchers also conducted a questionnaire survey in 2020. The scores of students in 2019 were significantly higher than in 2020 (p = 0.002). There was no significant difference in the distribution of achievement variance in the scores between the two academic years. In the questionnaire survey, the majority of the students rated highly the fully online education mode and responded that pure online learning enhanced their self-study ability. The present study shows that fully online learning currently does not perform as well as traditional blended learning in terms of examination scores due to some limitations. However, pure online education has several advantages over traditional blended education. Online courses should be improved to ignite students' interest and increase their learning efficiency.

The Effect of SPOC Hybrid Model on Deep Learning Effectiveness: A Systematic Literature Review

The hybrid model of SPOC (Small Private Online Course) may have an impact on the effectiveness of deep learning. Nevertheless, few studies have validated the relationship between SPOC and deep learning effectiveness. This systematic review focuses on exploring the impact of the blended model of SPOC on deep learning effectiveness. The article delves into the three major SPOC categories in deep learning and the effects of deep learning in SPOC mode. In addition, the article explores various factors that influence the effectiveness of SPOC on deep learning. To accomplish this, an exhaustive review of the relevant literature was conducted to reveal potential connections and interactions between the SPOC blended model and deep learning effectiveness. This study provides educators and researchers with insights on how to more effectively combine SPOC and deep learning to optimize teaching and learning experiences.

ENHANCING PERSONALIZED LEARNING WITH A RECOMMENDATION SYSTEM IN PRIVATE ONLINE COURSES

This paper proposes the integration of a recommendation system into private online courses as a means to enhance personalized learning. By leveraging the power of data analysis and algorithms, this paper argues that the recommendation system can tailor course content, study materials, and learning resources to meet the unique needs and preferences of individual students. The recommendation system, as detailed in this paper, operates by analyzing various factors such as students' learning patterns, performance data, and personal interests. Based on this analysis, the system dynamically adapts the course curriculum to provide additional resources and support for topics that students find challenging, while also offering advanced materials for those who are progressing rapidly. This adaptive approach, as presented in this paper, ensures that each student receives personalized guidance and support, enabling them to navigate the course at their own pace. As outlined, the recommendation system assists in creating customized study paths for students. By considering their learning goals and interests, this paper argues that the system suggests the optimal order of modules or topics within the course. In addition to personalized course content, as discussed in this paper, the recommendation system also suggests relevant learning resources to complement the core materials. These supplementary resources, as highlighted in this paper, such as articles, videos, interactive exercises, or recommended readings, are tailored to each student's specific needs. By providing diverse and targeted resources, the system, as detailed in this paper, ensures that students have access to a rich and varied learning experience, thereby promoting a deeper understanding of the subject matter. Moreover, as emphasized in this paper, the recommendation system fosters peer collaboration by suggesting study groups, discussion forums, or project teams based on shared interests, learning styles, or complementary skill sets. By connecting students with like-minded peers, as proposed in this paper, the system encourages active participation, knowledge sharing, and collaborative learning, creating a supportive and engaging learning community. For courses that focus on skill development, as argued in this paper, the recommendation system helps students identify their strengths and weaknesses. By analyzing their performance data, this paper suggests that the system can recommend targeted exercises, projects, or practice materials to improve specific skills. It can also suggest related courses or modules that build upon students' existing knowledge, as detailed in this paper, allowing them to develop a comprehensive skill set. The recommendation system, as presented in this paper, incorporates personalized assessments and feedback mechanisms to evaluate students' progress. It recommends practice quizzes, mock exams, or interactive assessments to help students gauge their understanding and identify areas for improvement. The system also provides tailored feedback, as discussed in this paper, highlighting strengths and offering specific strategies for enhancement, thereby fostering a growth mindset and supporting continuous learning.

Examining the Effects of “Small Private Online Course and Flipped-Classroom”-Based Blended Teaching Strategy on First-Year English-Major Students’ Achievements

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners’ motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students’ blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the “SPOC and Flipped classroom”-based blended teaching strategy on first-year English-major students’ achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an “SPOC and Flipped classroom”-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students’ overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students’ achievements than face-to-face classroom teaching. Findings of students’ achievements in each of the five English language skills showed that the “SPOC and Flipped”-based blended teaching strategy was effective in enhancing students’ listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students’ genders and regional backgrounds were considered as moderating variables of students’ achievements, and findings indicated that gender had no significantly positive effect on students’ achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students’ achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students’ achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students’ academic performance will be enhanced.

Academic Writing in Teaching Research Integrity

The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor’s degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was createdprior to the design of the course and the skills students need to acquire at the Bachelor’s level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.

Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study

ObjectiveThis study aimed to explore the effects of the small private online course (SPOC) combined with simulation-based training in a patient safety education program among nursing students in China. MethodsA quasi-experimental design was conducted. A total of 219 nursing students from four parallel classes were selected from the nursing department of a health vocational college in Zhengzhou, China, from November 2020 to June 2021 and allocated to the intervention group (n = 113) and control group (n = 106). Based on SPOC, nursing students in the intervention group implemented simulation teaching in small groups, with three class hours each time, a total of two times, divided into three stages: pre-class preparation, teaching implementation, and after-class reflection. The control group received theoretical patient safety education through SPOC, implemented on the DingDing platform for two class hours each time, four times. All participants were invited to complete a demographic questionnaire and the Chinese version of Patient Safety Competency Self-Evaluation (PSCSE) before and after the intervention. ResultsA total of 103 and 102 students from the intervention and control groups completed the study. The total scores of PSCSE in the post-test of the intervention group (176.24 ± 13.73 vs. 144.64 ± 13.75) and the control group (160.87 ± 14.88 vs. 142.57 ± 15.66) were higher than those in the pre-test (P < 0.01), and the total scores of PSCSE of the intervention group were higher than those of the control group (176.24 ± 13.73 vs. 160.87 ± 14.88, P < 0.01). After intervention, the scores of PSCSE in all dimensions were increased in the intervention group (P < 0.01); in the control group, the scores of patient safety competency in most dimensions were increased (P < 0.01), except for the dimensions of reporting and response to error and communication related to error (P＞ 0.05). Except for the dimensions of knowledge and attitude of error reporting and disclosing (P＞ 0.05), the scores of other dimensions in the intervention group were higher than those in the control group (P < 0.01). ConclusionThe patient safety education program using the SPOC combined with simulation-based training can effectively improve the patient safety competency of nursing students in terms of attitude, skills, and knowledge.

Influencing Factors of the Blended Teaching Effect of SPOCs

Based on the comprehensive evaluation technology of the Kirkpatrick model and interpretive structural modeling (ISM), first, a survey was conducted in four colleges and universities in China, including the Yellow River Conservancy Technical Institute. Second, an influencing factor system for the small private online course (SPOC) blended teaching effect, in 17 aspects, was constructed from four levels: the reaction level, learning level, behavioral level, and results level. Third, the deep-seated factors influencing the SPOC blended teaching effect were analyzed via ISM. Research results showed that the influencing factor system for the SPOC blended teaching effect constructed in this research was scientific, reasonable, and highly operational, with a Cronbach’s alpha of 0.887. In addition, teachers’ sense of responsibility (A-4) and knowledge internalization (C-2) were the two most important factors influencing the SPOC blended teaching effect. The curriculum setting (A-1) and thinking ability (B-2) were two relatively direct factors. The research results have important reference value for enriching the current SPOC blended teaching method in institutions of higher learning and exploring its suitability for higher education teaching.

Fostering future music teachers' professional skills: developing a signature pedagogy using e-learning

IntroductionThe emergency crisis due to the COVID-19 pandemic caused noticeable changes that stimulated the transition to the new normal based on the digitalization of our systems. In this regard, the revision of learning tools in higher education exposes new challenges and requires the development and implementation of digital technologies. Fostering future music teachers' professional skills needs designing of online resources that provide close student–teacher interaction, as well as the engagement of students and regulation of their professional music practice. Based on the theory of Shulman, the signature pedagogy in music education was developed and implemented in an e-learning environment by a small private online course. The aim of the research was stated: How and which students' music teacher professional skills are affected in the process of e-learning based on the signature approach? The research was conducted at Kazan Federal University. During the educational process students studied the professional practicum.MethodsTotally, 124 students from 1st to 4th academic level had taken part in the experimental work in the academic year 2021–2022. All of them studied bachelor programs for future music teacher as full- or part-time regime and studied the online course in MOODLE during the experiment. A combination of online tasks which cover all the types of the music teacher‘ professional activities was suggested. Considering the aim of the research, the multi-case study research methodology was chosen, using a mixed method approach, resourcing mainly to questionnaire, interview, documental analysis, and observation as data gathering methods, and descriptive statistical analysis, as data analysis techniques.ResultsThe main results demonstrate the effectiveness of the developed online course that allowed to significantly foster students' music teacher professional skills.DiscussionThe investigation of the efficiency of using e-learning for training future music teachers' professional skills was carried out in this study. To improve future music teachers' skills according to the features of the professional field, a signature pedagogy approach was suggested. The contribution of the paper brings the detail characteristic of the signature pedagogy in music education, and the way of its implementation by the means of online tools.

Evaluating empowerment towards responsible conduct of research in a small private online course

Teaching Responsible Conduct of Research (RCR) has gained recognition in recent years, with various organizations emphasizing the need to take responsibility in training their researchers in RCR. However, differing perspectives on RCR education result in a variety of practices, making it unclear what approach is most effective. As part of two European projects on research integrity education, we have developed an empowerment perspective on RCR education and incorporated this in an online course design. This paper presents the design and qualitative evaluation of a Small Private Online Course (SPOC) that aims to empower participants towards RCR. Results show the course enhanced individual aspects of empowerment, but it proved difficult to stimulate social aspects of empowerment in researchers day-to-day work.

Research and Practice of a Blended Teaching Mode based on Small Private Online Courses

Research and Practice of a Blended Teaching Mode based on Small Private Online Courses

Peer Grading Eliciting Truthfulness Based on Autograder

Peer grading has diverse applications in many fields, including the peer grading of open assignments in online courses. The major challenge in peer grading is improving the seriousness (review carefully) of reviewers. The previous studies have proposed a number of incentive reward mechanisms intended to reward or punish reviewers. Although these mechanisms are effective in massive open online courses environments with a large number of students, they are not suitable for small private online courses environments with a small number of students. This study analysis the characteristics of reviewers in a small private online course environment and designs an incentive and reward mechanism based on a hybrid human-machine peer grading framework, including an auto-grader (reviewed by the machine). The main component of the proposed mechanism is the auto-grader whose function is to evaluate the reviewers' reports (reviewers refer to students) and provide feedback information on reports to reviewers. The framework can incentivize reviewers to review carefully and give their reports truthfully when the reports between reviewers' and the auto-grader' are consistent. The proposed framework is verified experimentally. The experimental results demonstrate that the hybrid human-machine peer grading framework can effectively incentivize reviewers to review submissions carefully and improve the overall effect of peer grading.

Online Training in Music Education Based on a Signature Pedagogy

The paper presents the investigation of the effectiveness of the online training for future music teachers based on the signature pedagogy at the university. The literature review let us stated the gap in researches which cover online learning strategies for training music teachers in the professional preparation process. Due to the shifting of the educational process to the online way in the emergency situation COVID19 pandemic, the relevance of pedagogical tools for pre-paring of future specialists online extremely increased. The comparative analysis of music education standards in different countries let us determine the set of teachers` professional activities in general school music class. The main contribution is the design of a small private online course based on the signature pedagogy which delivered the set of specific pedagogical tools for training music teacher professional skills online. This course was implemented at [removed for blinded review]. The experimental work was based on the teacher` assessment of online tasks, in which students demonstrated the music teacher` professional skills. The results were proved by the statistical methods of median, standard deviation and Pearson's correlation. The obtained results proved the effectiveness of the online training based on the signature pedagogy which provided learning activities according to the specific features of music teacher professional practice.

Research and Practice of a Blended Teaching Mode based on Small Private Online Courses Under an Informatization Background

With the continuous development of information technologies, the pace of education informatizationis accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’learningdemands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of ITapplications, national education-informatization policies and deployment, and the plight of the traditional teaching mode, there is a need to explore new ideas and patterns of integrating information technologies and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blendedteaching mode based on small private online courses (SPOC) on course aims, teaching contents, teachingmethods, and evaluation approaches under the background of informatization. The results showthat this teaching model can enhance students' learning ef ect and comprehensive ability ef ectively. The rules of blended teaching were explored to guide teaching improvement.