scholarly journals Exploration on the Construction of Online and Offline Blending Teaching Mode in the Introduction to Earth Science

2021 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Li Xiehui
Keyword(s):  
Information Technology ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Earth Science ◽  
Scientific Quality ◽  
Spring Semester ◽  
Teaching Mode ◽  
Atmospheric Sciences ◽  
Teaching Objectives ◽  
Open Courses

The course “Introduction to earth science” is a basic general course integrating science and interest run by the School of Atmospheric Sciences in Chengdu University of Information Technology. It is also a public elective course for the cultivation of college students' scientific quality. With the development of Internet plus education and the promotion of information technology, the paper combines the traditional offline teaching mode with the online teaching mode adopted during the spring semester in 2020 because of the COVID-19, giving full play to the advantages of the two teaching modes. According to the school's teaching environment and teaching objectives, the online and offline blending teaching mode is constructed by introducing the recording of course video + MOOC + SPOC+ online resources of high-quality open courses + Flipped Classroom+ Rain Classroom + QQ group + WeChat + Tencent meeting, in order to improve the comprehensive teaching performance, and provide an important reference for the educational reform of similar courses in the post epidemic era.

scholarly journals The Teaching Innovation of Higher Education in the Post-Epidemic Era

2021 ◽  
Vol 5 (7) ◽  
pp. 99-103
Author(s):  
Yingxia Luo ◽  
Zaiqian Qi ◽  
Bai Li
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Global Education ◽  
Online Teaching ◽  
Teaching Mode ◽  
Teaching Innovation ◽  
Teaching Reform ◽  
Teaching Objectives ◽  
Epidemic Period ◽  
Higher Education Teaching

COVID-19 has triggered an upsurge of research on the reform of higher education teaching mode. Based on the analysis of the main problems and experiences of online teaching in colleges and universities during the epidemic period, this article emphasizes on the innovation of higher education teaching reform in the post-epidemic era from five aspects which are the teaching objectives, contents, methods, modes, and priorities in order to provide ideas and become a reference for global education reform.

scholarly journals Using “Xuexi Tong Platform”as the Major Approach to Explore of Teaching Models of “Histology and Embryology”and “Pathology” in the Time of COVID-19 (Preprint)

2020 ◽  
Author(s):  
Qinlai Liu ◽  
Wenping Sun ◽  
Changqing Du ◽  
Leiying Yang ◽  
Na Yuan ◽  
...  
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Clinical Medicine ◽  
Special Period ◽  
Teaching Mode ◽  
Internet Education ◽  
Experimental Teaching ◽  
The World ◽  
Teaching Team

BACKGROUND The Coronavirus Disease 2019 (COVID-19) epidemic has suddenly swept the world, and online courses have completely replaced offline courses. This is a new type of teaching practice in China and even the world，which needs our exploration and research. “Histology and Embryology” and “Pathology” are both basic medical morphology disciplines. Thus, the previous teaching mode is no longer suitable for teaching in this special period. OBJECTIVE The purpose of this research is to explore a new teaching mode of “Histology and Embryology” and “Pathology”under the circumstances of the Coronavirus Disease 2019 (COVID-19) epidemic, and to study its application effects. METHODS From March to July 2020, our teaching team conducted research on 512 students in 10 classes of Grade 2019 undergraduate clinical medicine students who study “Histology and Embryology” and Grade 2018 undergraduate clinical medicine students who study “Pathology”, applying the “Internet + education” approach. The teaching team adopted a new teaching mode involving diverse online teaching methods, carefully designed and selected teaching contents, and various teaching activities, which included: 1. New flipped classroom; 2. Screen-to-screen experimental teaching; 3. Drawing competitions; 4. A writing activity themed “The You I Know-During the Coronavirus Disease 2019 (COVID-19) epidemic”. When the teaching was about to end, the “Questionnaire Star” is used to make investigation about the feedback of students on the theoretical teaching mode and the use of the experimental platform. RESULTS Students accepted “Seven-in-One” teaching mode of “video + materials + chapter tests + interaction + homework + live broadcast + case analysis/discussion”. The guidance of online learning which integrated six online applications namely “Xuexi Tong Platform + Tencent Conference Live + Chinese University MOOC/school online MOOC + medical morphology digital teaching platform + WeChat/QQ platform + questionnaire star survey” was also well received by students. The teaching team received 244 and 246 valid questionnaires for the two grades respectively, and the number of students’with satisfaction response reached 71.28%. CONCLUSIONS This study shows that this teaching mode, which proved feasible and acceptable during the epidemic, laid a solid foundation for future online and offline hybrid teaching.

scholarly journals Creative Merging and Practical Application of "History of Modern Design" Course Online Teaching Platform Construction and Flipped Classroom Teaching Mode

2017 ◽  
Vol 12 (02) ◽  
pp. 118
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Design History ◽  
Modern Design ◽  
Teaching Mode ◽  
Universities And Colleges ◽  
Teaching Platform ◽  
History Of

Design major students of Chinese universities and colleges exists a common learning concept on emphasizing the practice but contempt of theory. Students' interest in learning theoretical courses, especially design history courses is more diluted. In order to explorative change such phenomenon, researchers conducted a "History of Modern Design" course teaching of Sino-foreign cooperative education program as a pilot reform, drawing the current international hot network teaching resources and methods, innovatively constructing multivariate course online teaching platform, and combined with the flipped classroom teaching model which was vigorously advocated by the Chinese educational department. Empirical research and practice results show virtual course and online teaching and learning space. Application of flipped classroom teaching mode changed boring theory taught into exciting interactive teaching and learning. It not only trained independence of students' thinking, learning autonomy and the ability to explore knowledge, it also highly pushed students to innovatively apply design history theory. The course innovative reform achieved significant results. It was proved that can widely spread and apply in design history courses teaching of art and design majors of Chinese universities and colleges in the future.

scholarly journals Research on Flipped Classroom Teaching Mode Based on MOOC——Taking Physical Education Teaching in Higher Vocational Colleges as an Example

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yating Huang
Keyword(s):  
Education Reform ◽  
Flipped Classroom ◽  
Modern Society ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Objectives ◽  
Continuous Progress ◽  
Vocational Colleges ◽  
The Times

With the continuous progress and development of modern society, all aspects of people's life have undergone earth shaking changes, especially the comprehensive popularization of information technology at this stage, which makes the quality requirements of various industries have been improved to a certain extent, including in the field of education. Therefore, in order to better adapt to the development of the times and respond to the comprehensive call of education reform, higher vocational colleges should properly combine the development situation of modern society, formulate more timely teaching planning, so as to promote the construction quality of related courses teaching, and achieve teaching objectives more quickly.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

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