ABSTRACT
Online teaching platforms have become a core appealing option for education and information delivery in current pandemic of Coronavirus disease 2019 (COVID-19) among medical professionals. This editorial aims to understand perspective of usability and practicality of audio and video conferencing platforms in the current situation. Review of various available online platforms was done, namely Zoom, Google Meet, Google Classroom, Microsoft Teams, Cisco Webex, Go ToMeet, and Say Namaste highlighting and comparing their essential features, their benefits, the system and operating system in which they are supported, user interface, number of individuals who can participate, price packages, security, customer support, and limitations. Based on this, educational implications are discussed and are a guide to choose a suitable platform as well as suggestion for future research.
ABSTRACT
During the outbreak of the COVID-19, colleges and universities across the country carried out online teaching through information-based teaching platforms, and online teaching has developed rapidly, which has a far-reaching impact on Teaching in our country. In the post epidemic era, the continuous promotion of online and offline hybrid teaching mode is of great significance to the reform and innovation of higher education. Taking the course "supply chain management"as an example, around the teaching objectives of the course, develop and build the curriculum resources under the hybrid teaching mode, build the implementation plan of the hybrid teaching mode, summarize the teaching characteristics and shortcomings of the course, and put forward improvement strategies. Practice shows that blended teaching is of great significance to promote educational modernization and improve the quality of talent training. © 2022 ACM.
ABSTRACT
The outbreak of Covid-19 pandemic, combined with the high development of information and technology, has changed people's way of living and people's concept of learning, resulting in the increasing attention to teaching reform and renovation assisted by mobile teaching platforms and facilities. The present research makes a tentative study on how to establish an appropriate blended teaching mode based on the practical teaching practice of Comprehensive English Course with Chaoxing Teaching Platform. Through analyzing the teaching process of the unit titled 'Never give in, never, never, never', it points out that blended teaching resource database constructed according to teaching objectives, tasks carefully designed for students' autonomous learning, suitable activities and interaction in the face-to-face classroom teaching, and timely after-class feedback and summarizing, altogether contribute to the formation of the blended teaching mode. The blended teaching mode with the help of Chaoxing Teaching Platform has proven to be beneficial for improving students' autonomous learning ability, promoting interactions between teachers and students, optimizing the teaching effect and enhancing people's awareness of adapting to the rapidly changing educational technology. © 2022 IEEE.
ABSTRACT
This paper presents design, implementation, and evaluation of a novel virtual-physical summer Robotics camp for 7th-12th grade students offered by the Manufacturing and Technology Resource Consortium (MTRC) at Stony Brook University during the COVID-19 pandemic*. The MTRC is New York state's Empire State Development's Regional Manufacturing Extension Partnership (MEP) center for the Long Island region. While this program had been offered in person in 2018 and 2019, in 2020 and 2021 due to the pandemic, it was offered online only using a virtual-physical robotics platform. The modality of this platform consisted of a novel hardware kit, which was shipped to students in advance, a web-based robot motion design software, and a curriculum which brought the hardware and software together. This paper presents a study on the feasibility and accessibility of this program and its effectiveness in engaging students and exposing them to key robotics concepts while helping them make suitable career decisions. The pre- and post-program surveys indicated that the students' interest in a STEM field increased as a result of this camp, helped them understand that robotics is much more than just programming, and taught them mechanical design, practical electronics, and microcontroller programming in a flipped and experiential learning format. Moreover, survey results also indicated an attitudinal shift in their decision making based on the knowledge, skills, and capabilities that they acquired in the camp. © American Society for Engineering Education, 2022
ABSTRACT
In the background of the global COVID-19 pandemic, the popularization of intelligent online teaching platforms dominated by advanced teaching technologies is accelerated. The ‘Pedagogy-Space-Technology’ (PST) framework learning space provides students high-quality teaching resources. The overall learning efficiency of students is dissatisfying because students lack intrinsic motivation to learn. Based on existing “intelligent teaching platforms of the PST framework” and combining with the principle of improving internal drive force of students through external guiding strategies, an experiment was designed in this study. The course Technical Analysis of the Financial Markets launched as an open online optional course for Chinese six undergraduate universities in 2021 and was chosen as the research example. Experimental data in 16 weeks were collected to analyze the effects of the PST framework learning space on overall intrinsic learning ability, staged academic performances, and online learning behaviors and improvement degree of intrinsic independent learning ability of students. The students’ independent learning ability is generally improved, but their attitude improvement is not obvious. The academic performances of students are generally improved, especially for students with low intrinsic independent learning ability. The online learning behaviors of students with low intrinsic independent learning ability are not dissatisfying, but their independent learning ability is improved significantly. In this study, the relationship between the PST framework learning space and learning efficiency of students was disclosed from the perspective of the internal-driving and externalguiding teaching model. The obtained conclusion provides a way for university teachers to provide students with emotional support, design multiple teaching technological activity combined strategies, offer external guidance with timely and high-efficiency feedbacks, and improve learning efficiency. © 2022. International Journal of Emerging Technologies in Learning. All Rights Reserved.
ABSTRACT
Due to the influence of COVID-19, mixed teaching has been widely carried out in various universities in China. Mixed teaching has the characteristics of convenience, exploration, interaction and individuation, which can enhance the learning effect and enhance the learning experience of students. Based on the relevant theories of learning experience and mixed teaching, this paper will sort out and analyze the research results of scholars in this field, take a human resource management tool course as an example, use the method of mixed teaching and make full use of the online teaching platform to design the teaching scheme of mixed courses in the three links before, during and after class. After the course, collect relevant data, analyze the changes of students’ academic performance and students’ teaching evaluation, quantitatively analyze the changes of mixed teaching design to learning experience, summarize the advantages of hybrid curriculum design of human resource management tool courses based on learning experience, and analyze the existing problems. This paper provides suggestions for further improving the learning experience from the aspects of the construction of curriculum database, the optimal design of teaching content and the transformation of students’ learning concept. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Since succumbing to the inevitable COVID-19 and its mutating variants, social networking sites have stated a claim in educational practices, causing academic institutions and educationalists to engage in these platforms for learning and teaching and adding to the qualities or abnormalities of their academic experiences. This study explores how social networking sites such as Facebook influence academic experiences and qualities among teachers and students. This study examines Facebook as a learning and teaching platform to determine its quality of education. This study reviews previous literature investigating the impacts of social networking sites and how such usage implicates or substantiates learning while maneuvering and functioning vicariously amid ongoing covid situations. Davis' Technology Acceptance Model is used as the theoretical grounding to show how adopting and accepting socially-oriented technologies like Facebook as a learning and teaching platform are persuaded by their perceived ease of usefulness and ease of use. The technology acceptance model will provide insight into the significance of students' educational engagements in social networking infrastructures and platforms for personal gain. However, because of students heightened presence and comfortability with usage and navigation of social networking sites, and being compelled into online-blended learning, the adoption of social networking sites for educational practices and procedures warrants investigation to determine the impacts of academic qualities. Limitations and future suggestions are discussed. © 2022 IEEE.
ABSTRACT
This paper describes a case study of a novel teaching method where the “Teaching with Industry” (TWI) model–industry practitioners incorporated as co-instructors in a semester-long classroom setting–is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.
ABSTRACT
This paper describes and critically evaluates the new online setting encountered when the MA in Conference Interpreting at the Institute of Translation and Multilingual Communication at TH Köln - University of Applied Sciences, Cologne, was forced to move completely online as a result of the COVID-19 pandemic. The pedagogical and interactional challenges of the pivot to remote online teaching are first contextualised and discussed, before the results of a longitudinal survey of staff and students are presented and analysed. The transition to remote online teaching brought into sharp relief the fact that pedagogical concepts and lesson plans cannot simply be transposed directly from face-to-face to online teaching, particularly regarding issues around interaction between all participants. Peer-to-peer interaction was perceived to suffer most in this context. What was particularly striking about the results of the survey was that the success of remote online teaching in conference interpreting depended on small groups, individualised and personalised learning and feedback, and reliable and user-friendly technical solutions. A strengthened pedagogical focus on remote interpreting proved to be an unintended benefit of the transition. © 2021 University of Roehampton. All rights reserved.
ABSTRACT
Novel coronavirus is raging, impacting and affecting all areas of society, seriously threatening people's life safety and social stability. COVID-19 epidemic has brought various influences on Chinese college teaching, and online teaching in colleges and universities is facing various difficulties and challenges. In order to ensure the personal safety of teachers and students and solve the problem of teaching in schools, the General Office of the Ministry of Education has successively issued measures such as "postponing the start of school"and "stopping classes without stopping school". In the special period of outbreak, the advantages of online teaching are prominent, and the rapid development of network and technology provides a high-quality platform and channel for its implementation. Online teaching through computers, TV, mobile phones and other terminals makes up for the lack of face-to-face communication between teachers and students under special circumstances. This paper analyzes the application of the Internet plus online teaching platform in higher education, and explores how to integrate the network teaching resources better under the COVID-19 epidemic, and build the network learning community that all parties participate in, so as to give full play to the advantages of network teaching. © 2021 ACM.
ABSTRACT
At present, novel coronavirus epidemic is spreading and continuing worldwide, reducing personnel aggregation and effectively reducing transmission risk. "Internet + education"has become a hot topic in the field of education. Based on the mobile teaching platform of superstar learning, this paper innovatively designs the Blended teaching mode of accounting major in Colleges and universities, and deeply explores the design, implementation process and teaching effect evaluation of the Blended teaching mode of accounting major in Colleges and universities. Based on the one semester practical teaching of 2018 accounting major in a university, the practice proves that this mode can effectively improve the learning interest and enthusiasm of accounting major students, improve the learning effect of students, and promote the ability cultivation of students. At the same time, it is conducive to further enrich the hybrid teaching theory and promote the deepening of teaching reform in Colleges and universities. © 2021 ACM.