Exploration and Practice of Teacher-student Collaboration in Micro-lecture Construction under the Epidemic Situation

In the case of COVID-19 epidemic, online education supported by computing technology is playing an increasingly important role, while online education resources, especially micro-lectures, are seriously insufficient, which greatly hinders the development of online education. In this paper, a micro-lecture resource construction scheme for online courses with teacher-student collaboration was proposed based on the learning pyramid theory. The practice proved that this scheme can make full use of students' technical foundation in the Internet era to build micro-lectures, which can not only improve the quality of online courses, but also build curriculum resources quickly and with high quality, thus providing a strong resource guarantee for the follow-up online teaching. © 2022 Association for Computing Machinery.

The Factors Influencing Chinese University Teachers' Intentions for Using the Micro-Lecture in the Post COVID-19 Era.

The COVID-19 pandemic has produced a far-reaching influence on higher education and the teaching activities of teachers in Chinese universities. The intentions of teachers in universities for using the micro-lecture, one of the educational informationization products, and the influencing factors of the intentions for using micro-lectures, are changing in the post COVID-19 era. This paper, based on the Technical Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), constructed the research hypotheses for the influence factors of micro-lecture usage intentions of teachers in universities in the post COVID-19 era, and made corresponding verifications through the Structural Equation Model (SEM). As shown by the results therefrom: (1) the micro-lecture usage experience before the outbreak of the COVID-19 pandemic significantly affected the usage intentions of teachers in universities; (2) the perceived usefulness influenced the usage intention directly, but the perceived ease of use did not directly produce influence; (3) policy impact had no significant influence on the perceived usefulness and the perceived ease of use of university teachers for micro-lecture use; (4) social relations and personal innovativeness have significant impacts on perceived usefulness, teaching objectives and micro-lecture characteristics have significant impacts on the perceived ease of use. In this paper, suggestions and opinions on popularizing micro-lecture usage in the post COVID-19 era were put forward on the basis of research conclusions therein.

Micro-Tutorial: A Strategy for Integrating Error Handling and Concept Application Skills in Traditional Micro-Lecturing Process

The teaching trend is shifting towards online learning due to the COVID-19 pandemic. Due to this, micro-lectures (MIL) are gaining popularity. Generally, assignments follow MIL to make learners comfortable with the concept explained in the MIL. So, the traditional micro-lecturing process (MILP) aims to enhance students' concept understanding skills. However, according to Bloom's taxonomy, understanding, application, and error handling are three fundamental skills required for students' overall academic development. Hence, traditional MILs fail to nurture the other two skills. So, is it possible to integrate application and error handling skills in the traditional micro-lecturing process? This research provides a handle to address this research question by proposing the micro-tutorial strategy. This strategy modifies the traditional MILP by doping it with micro-tutorials (MTUT). This modified MILP is called the micro-tutorial-based MILP. This process can simultaneously enhance students' understanding, application, and error handling skills. To prove the validity of the proposed strategy, we floated a 'C' programming course in which we lectured students using the proposed strategy and observed fantastic results. We believe that this research opens new dimensions for designing pedagogically effective MILs. © 2022 IEEE.

Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China

In the last decade, micro-lectures have been widely used to teach mathematics, but only a few studies have examined the factors affecting teachers’ intentions of using micro-lectures. As teachers are key to integrating modern technologies such as micro-lectures into students’ learning processes, knowledge about teachers’ intentions in this regard could be of particular importance. This study aimed to analyze the behavioral intention (BI) of mathematics teachers in using micro-lectures in mathematics in China, and identify the most influential factors involved, for the very first time. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used as a design model to investigate teachers’ BIs concerning the use of micro-lectures, and we used an online questionnaire to collect quantitative data. The participants in our research were 174 mathematics teachers from China, 166 of whom provided us with evaluable questionnaire data. Furthermore, partial least squares (PLS) regression was used, and hypothesis testing was performed with the Smart-PLS software. From the results, BI was positively affected by Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI). BI and facility conditions also had positive effects on user behavior;in contrast to other studies, SI had the most significant positive effect on BIs in our study. Our findings could provide insights into both future strategies for successful technology integration in mathematics classes and into mathematics teachers’ intentions towards integrating technologies into mathematics teaching.

Application of microlecture teaching methods in standardized residency training during COVID-19 in Wuhan: a randomized, controlled study.

BACKGROUND: Providing high-quality training to residency students during the coronavirus 2019 (COVID-19) pandemic has been a goal of our institution. Since 2108, we began to take microlectures to students teaching. Microlectures are online presentations, and the microlecture teaching method has many advantages, such as a short teaching time, situational resource composition, diverse communication, strong pertinence and can attend microlectures from home. The aim of the present study was to evaluate the advantages of the microlecture teaching method on students in standardized residency training. METHODS: Students from our department were randomly divided into the traditional teaching group (control group) and the microlecture teaching group (observation group). The teaching duration for both groups was 3 months. All students were assessed on basic knowledge of the neurology before enrollment. After the teaching session, the students were assessed on teaching effect, theoretical operation, and clinical practice satisfaction. The students also evaluated the teachers, and the teachers evaluated the students. RESULTS: A total of 84 students participated in the study and were divided equally into the observation group (42 students) and the control group (42 students). The results showed that the rate of reaching the standard of teaching effect, achievement of theory and operation, satisfaction with clinical practice, the student's grades by teachers, and student satisfaction with teachers were significantly higher in the observation group than in the control group (all P<0.05). CONCLUSIONS: The microlecture teaching method can effectively improve the clinical teaching effect for neurology students and should be adopted in clinical teaching, especially during the COVID-19 pandemic.