ABSTRACT
"Undisruptive learning with disruptive classes" is the principle for Chinese higher education institutions to handle the challenge they encounter during the COVID-19 pandemic. The purpose of this study is to promote online teaching across three scenarios: online teaching for students within one college, online teaching for students across different colleges, and online training for primary and secondary school teachers. Guided by the "Internet+" concept, we design the MOOC-Based One Plus Three teaching model. Moreover, we apply the model in designing and developing online courses on the Chinese Universities MOOC platform. Empirical results have shown that the model effectively solves the needs of large-scale emergency teaching during the pandemic across online teaching for students within one college, online leaching for students across different colleges, and online training for primary and secondary school teachers. This model supports the rapid implementation of online teaching in more than 180 colleges and over more than 20 courses across the country with 58,107 preservice teachers, in-service teachers, related business employees enrolled. This highly feasibly model embodies the Internet thinking and consists of various teaching, methods, and thus maximize the effectiveness of online teaching. This model especially supports the online teaching of the Instructional Technology program at universities (e.g., Hubei University of Education) which are severely affected by the pandemic. Therefore, the model has a positive promotion and application value.
ABSTRACT
Large-scaleonline teaching has been widely adopted at various levels of education due to the outbreak of COVID-19. It is important for teachers to improve their online teaching pedagogies and competences. Based on the iterative learning and curriculum design theories, in this study, we build the Object-Content-Develop (OCD) online course development model. The model focuses on analyzing teaching problems of teachers' online performances during the pandemic, formulating emergent course objectives, selecting precise curriculum content, and employing a "short, flat, and fast" method. We also develop a Massive Open Online Course (MOOC) named the Online Teaching in the Epidemic Period (OTEP) following the OCD model. The course has been implemented on two online platforms, i.e., the iCourse (Chinese University Massive Open Online Course) and the MOOC,Alliance of the Colleges and Universities in Guangdong-Hong Kong-Macao Greater Bay Area (GBA-MOOC). More than 5,000 teachers, from higher education, vocational education, and K12, took this course. Results indicate that this OCD-model-based online course effectively enhances these teachers' online teaching theories and practice. This research timely contributes to the online teaching professional development during the pandemic.
ABSTRACT
During the COVID-19 Pandemic, the Ministry of Education of the People's Republic of China has noted that elementary and secondary schools in various regions should ensure "Undisrupted Learning with Disrupted Classes". Therefore, it is important to carry out online teacher professional development (PD) to ensure the quality of basic education. We adopt the literature research method, theoretical deduction method, investigation research method and evaluation research method. Guided by the fundamental principles of online teaching and the "Internet +" thinking, we follow the general online teacher PD process, which is building a community, defining PD issues, providing PD resources, organizing PD activities, generating PD outcomes, and evaluating the outcomes. The Chinese Universities MOOCs Platform is deployed to provide PD resources, organize and manage PD activities. Then we design and apply the MOOC-based online teacher PD support model. Empirical results have shown that this model effectively meets the online PD needs, and corrects the misconceptions of online teaching of first-line elementary and secondary school teachers during the pandemic. Moreover, this model can promote teachers' engagement in online PD. At the same time, we foster a batch of typical online teacher PD cases, which contributes to the online teaching practice to achieve "Undisrupted Learning with Disrupted Classes".