ABSTRACT
This article collects the experience and evaluation of the first two editions (2020 and 2021) of an innovative open networked learning project for teacher training that emerged in the context of Covid-19: a continuing education course on innovative networked teaching, SPOC format (#Dienlinea), organized as part of the strategy and social function of a Spanish public university, the International University of Andalusia (UNIA).As a quantitative and descriptive research, we analyze, through surveys, on the one hand, initial expectations and motivation and, on the other hand, the evaluation of the experience by its participants, while the results of the completion rate are collected as a complement. With all this, we present the main strengths and aspects that can be improved in the teaching-learning experience, thus contributing to the transfer of good practices and improvement of future activities.
ABSTRACT
The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.
ABSTRACT
The sudden outbreak of coronavirus has caused schools to be shut and normal academic activities are put on hold. Many universities use small private online courses (SPOC) to facilitate the combination of MOOC and traditional campus classroom teaching, which effectively make up for the shortcomings of MOOC. This study is based on the teaching design of three platforms and four stages of 'SPOC Classroom'. This aims to analyze the effectiveness of SPOC and its implementation problems during the coronavirus pandemic in higher education. A descriptive qualitative approach was used and the sample was obtained by purposive sampling technique at a normal university in Western China. The sample was 27 students who take the 'Modern Mathematics Education with Technology' course. Furthermore, the data were on students' activeness in accessing SPOC on the Zhihuishu platform and the results of their final project to make mathematics learning media using dynamic mathematics software. The results showed the effectiveness of SPOC on student learning activeness using the Zhihuishu platform reached 81.5%. All students completed the courses on the platform and they actively discuss and ask questions. However, the problems that were found while implementing SPOC with the blended learning approach were poor internet connection, monotonous learning methods, and less objective final assignments © 2022 IEEE.
ABSTRACT
During the period of COVID-19, the national universities support the policy of "continuing teaching and learning while stopping the class", and fully apply the teaching advantage of "Internet +"to conduct the online teaching activity. "Technical Fundamentals of Web Front-end", as the main course of the major of financial science and technology, plays a significant role in cultivating professionals and improving the core competitiveness of students. During the epidemic period, the online teaching mode based on SPOC and WeChat, which coordinates the pre-class guidance, in-class research, after-class supervision and development, has been applied to complete the online teaching of 2019 and 2020 students. This paper not only shares the online teaching experience of the course, but also summarizes and discusses the advantages and disadvantages of online education, in order to provide reference for improving the quality of online teaching of financial technology courses. © 2022 ACM.
ABSTRACT
This paper aims to study the new changes in higher education in the post COVID-19 era and proposed an innovative Online-to-Offline (O2O) blending teaching model, named BOPPPS-SPOC by tracking a C programming language course. BOPPPS-SPOC indicates implementing BOPPPS mode for SPOC (Small Private Online Course). BOPPPS is an acronym for 6 components: Bridge in, Objective, Preassessment, Participatory learning, Post-assessment and Summary and it makes the classroom teaching arrangement more logic and rationality. The new changes are: (1) Teaching Methods: From separated online and offline teaching to an online-offline blending teaching. By adopting the new BOPPPS-SPOC method, the traditional offline and online independent teaching, implemented in a serial way, is optimized into offline and online blending teaching, implemented in a cross-parallel way, and it effectively expand the time and space scope of classroom teaching;(2) Course Evaluation: From single-dimensional evaluation to multi-dimensional evaluation. It focuses on the construction of a fusion evaluation system, mainly including the formative evaluation of teaching process and the sum. Finally, a survey from an authoritative research institution is conducted to 334 universities in China. It shows about 95% of students are able to adapt to an O2O blending teaching.
ABSTRACT
The spread of the COVID-19 pandemic has gradually promoted blended teaching based on Small Private Online Course (SPOC) as a common teaching practice in most higher education institutions. Teachers play a critical role in the successful implementation of blended teaching. Questions regarding the factors that influence teachers’ implementation strategies for SPOC-based blended teaching in higher vocational colleges, positively or negatively, are raised. This research investigated 63 English as a foreign language (EFL) teachers from four higher vocational colleges in China who are implementing SPOC-based blended teaching, encoded the obtained data at three levels, explored factors influencing EFL teachers’ implementation of SPOC-based blended teaching, and constructed a theoretical model of the factors influencing teachers’ implementation of SPOC-based blended teaching in which SPOC-based teaching intention is a pre-influencing factor, whereas the school incentive mechanism and curriculum platform satisfaction serve as situational influencing factors. This study can help EFL teachers improve the implementation of SPOC-based blended teaching and further optimise SPOC-based blended teaching policies and measures for stakeholders in practice. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
During the Covid19 pandemic of the year 2020, vocational training providers has to adjust their training system to distance. Most of them use virtual classroom to do so. In a competitive market, a vocational training system involving media provider want to study the practices of animation of virtual classrooms. The design of trainings is standardized but not the animation of virtual classrooms which is trainers task. Investigation by observation of 50 virtuals classrooms reveals that trainers use virtual classroom for theoretical knowledge. This educational synchronous time is not a moment where learners exchange. Virtual classroom in this training system do not compensate for the lack of presence. Following those results, the vocational training provider takes measures to enhance it pedagogical engineering.
ABSTRACT
The COVID-19 pandemic has created a fundamental shift in the Chinese education system, which has compelled teachers and students to accommodate the process of online learning in a short period of time. Accompanied by the advancement of information technology and the emergence of small private online courses (SPOCs), a variety of online programs containing a wealth of new materials and novel pedagogical approaches have emerged. However, there is a lack of awareness among researchers about the efficacy of utilizing shared SPOCs in teaching at conventional universities. Flipped classroom model (FCM) can make up for this defect. This study aims to investigate the effectiveness of flipped learning on the basis of SPOC and to suggest explicit criteria for its reuse in conventional college education. We carried out a quasi-experiment in a course on inorganic chemistry and examined findings with regard to the engagement and performance of the learners. We also conducted a post-task questionnaire and interviews to examine the experiences of the students so that those experiences could be incorporated into the design and study plan for flipped learning based on SPOCs. It was shown that the average performance of students in the flipped SPOC-based classroom was superior to that of students in the traditional classroom. Furthermore, the combination of quantitative and qualitative data showed that the majority of students experienced the flipped classroom favorably regarding student interaction, accessible learning resources, and proactive academic outcomes.
ABSTRACT
The outbreak of COVID-19 pandemic in 2020 has caused incalculable losses to all walks of life around the world, which inevitably brought negative effects to the development of TCSL with the halt of export of teachers and the normal teaching of TCSL classes abroad. In this critical period, online teaching mode began to play an essential role and Massive Open Online Course, the product of 'Internet+Education' MOOC has become the very first choice of TCSL online classes. Admitting the dominant position of it, progress still needs to be made in precision of online TCSL classes. In view of the present situation and the condition that SPOC, as a small private online course mode, which has achieved gratifying results in many other subjects while there is still potential for practicing in the field of TCSL, applying the method of data investigation and flow design, combining with the characteristics of Internet Education in Digital Age, feasibility of practicing SPOC teaching mode in HSK online classes under the COVID-19 global pandemic and reflection of putting SPOC into practice will be discussed in this article, which is to provide a reference for the application of SPOC teaching mode in TCSL and provide more feasible examples for the combination of digitization and humanity education. © 2021 IEEE.
ABSTRACT
Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online under the pandemic. We collected 'best practices' reports from 40 medical schools in China that were submitted to the National Centre for Health Professions Education Development. Experts' review-to-summary cycle was used to finalize the best practices in teaching medical students online that can benefit peer institutions most, under the unprecedented circumstances of the COVID-19 outbreak. The 12 tips presented offer-specific strategies to optimize teaching medical students online under COVID-19, specifically highlighting the tech-based pedagogy, counselling, motivation, and ethics, as well as the assessment and modification. Learning experiences shared by pilot medical schools and customized properly are instructive to ensure a successful transition to e-learning.
Subject(s)
COVID-19/epidemiology , Education, Distance/organization & administration , Education, Medical/organization & administration , China , Faculty, Medical/education , Faculty, Medical/organization & administration , Humans , Pandemics , Problem-Based Learning , SARS-CoV-2 , Staff Development/organization & administration , TeachingABSTRACT
Background: During the current COVID-19 pandemic, offline clinical education was mandated to suspend at the neurology department of many teaching hospitals globally, yet there is insufficient evidence regarding the preferred practice and methods for online neurology intern training course.Objective: The investigation aimed to examine whether the online neurology training course based on Small Private Online Course (SPOC) and blending learning mode can achieve a good effect and cater for interns from different medical programs and whether the learning group size affects the teaching effect.Design: The subjects were 92 students enrolled in the neurology internship at the Second Xiangya Hospital of China from 9 March to 9 August 2020. After completing the online course, the final scores and evaluation results were compared among different groups of interns, and their preference to distinct contents of the course was analyzed. Statistical analysis was performed using the SPSS program (version 22.0).Results: Our online course received consistent positive recognition from the interns. Ninety-nine percent of the interns recommended incorporating the online course into the conventional offline training program after the pandemic. There was no significant difference between interns from different programs concerning the final scores and course evaluation. A smaller learning group size (<15 students) could achieve a better teaching effect than a larger group size (p < 0.05). The interns preferred interactive discussions, and course contents that they can get practice and feedback from, rather than video watching and didactic lectures.Conclusions: The online neurology intern training course based on SPOC and blending learning mode is worthy of popularization in a large student base. The teaching effect of an online intern training program may be improved by limiting the group size to less than 15 students and encouraging more interactive discussion, more practice and feedback.
Subject(s)
COVID-19/epidemiology , Education, Distance/organization & administration , Internship and Residency/organization & administration , Neurology/education , China/epidemiology , Clinical Competence , Group Processes , Humans , Inservice Training , Learning , Pandemics , SARS-CoV-2ABSTRACT
The COVID-19 that has continued since the end of 2019 has made the use of online teaching an important and feasible way to relieve the pressure of offline school hours during the epidemic, avoid the large-scale spread of the epidemic, and ensure that the annual teaching plan is completed on time. The online teaching caused by the epidemic is different from the normal online teaching application in terms of reasons, expected purpose, and organization methods. Based on the comparative analysis of the existing main online teaching organization forms, the online teaching organization forms in special periods are discussed from the aspects of curriculum content design and teaching methods. We have proposed an all-on-line hybrid teaching model of online self-study and online live broadcast interaction. Teaching practice shows that it has promotion value for teaching organization and implementation under special circumstances of teacher-student space isolation, and has reference significance for the application of online teaching in daily teaching reform. © 2021 ACM.
ABSTRACT
BACKGROUND: Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. METHOD: We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. RESULT & CONCLUSION: The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.