scholarly journals Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

2021 ◽  
Vol 12 ◽  
Author(s):  
Yangping Li ◽  
Xinru Zhang ◽  
David Yun Dai ◽  
Weiping Hu
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Online Courses ◽  
Ministry Of Education ◽  
Curriculum Innovation ◽  
Spring Semester ◽  
Key Competencies ◽  
Learning At Home ◽  
Based Instruction ◽  
Instruction Theory

At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

scholarly journals Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Weiping Hu ◽  
Xipei Guo
Keyword(s):  
Stem Education ◽  
Curriculum Design ◽  
Implementation Strategies ◽  
Fundamental Reason ◽  
Key Competencies ◽  
And Mathematics ◽  
Based Instruction ◽  
Instruction Theory ◽  
Stem Teaching

National attention has been given to science, technology, engineering, and mathematics (STEM) education, which is well recognized as an effective way to cultivate the key competencies of 21st-century talents. However, current STEM education falls short of the desired results. The fundamental reason is that there has not been a clearly and structurally explained systematic construction and effective implementation of STEM curricula. Accordingly, this article systematically expounds on the construction of the STEM curricula system from four aspects. Specifically, we first proposed the components of the STEM competencies as the goal of STEM education to provide a guiding direction for other parts of the design of the STEM curricula. Then, we elaborated on how to cultivate the STEM competencies from two aspects: the design principles of the STEM curricula content and the implementation strategies of STEM teaching. Finally, we explained how to effectively evaluate to monitor and improve the implementation of the STEM curriculum. In addition to the above mentioned, we then presented a case study of STEM courses constructed under the guidance of “think-based instruction theory” (TBIT) to help readers further understand the nature of the STEM curricula.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Opinions of primary education teachers on the advantages and disadvantages of on-line teaching

Educatia 21 ◽  
2020 ◽  
pp. 143-147
Author(s):  
Delia Muste
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Online Platforms ◽  
Local Decision ◽  
On Line

"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."

scholarly journals Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shan Wang ◽  
Xin Xu ◽  
Fang Li ◽  
Haixia Fan ◽  
Eryang Zhao ◽  
...  
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teaching Method ◽  
Online Classes ◽  
Ministry Of Education ◽  
Oral Diseases ◽  
Teaching Satisfaction ◽  
Medical University ◽  
Post Assessment ◽  
Medicine Education

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.

scholarly journals PENERAPAN PRAKTIKUM JARAK JAUH PADA TOPIK PERTUMBUHAN MIKROBA DALAM MASA DARURAT COVID-19 DI INSTITUT TEKNOLOGI SUMATERA

2020 ◽  
Vol 8 (2) ◽  
pp. 102
Author(s):  
Fina Khaerunnisa Frima
Keyword(s):  
Distance Learning ◽  
Curriculum Design ◽  
Online Courses ◽  
Chemistry Laboratory ◽  
Practical Skill ◽  
Learning Method ◽  
Ministry Of Education ◽  
Laboratory Practice ◽  
Chemistry Learning

As emerged the Coronavirus Disease (COVID-19) outbreak in Indonesia, causing the increased number of death. Ministry of Education and Culture of Indonesia allowed the distance learning method due the prevention of transmission COVID-19. Institut Teknologi Sumatera ordered the implementation of distance learning method by accessing the online courses since 18th March 2020 to 29th May 2020. One of the obstacle for implementation the distance learning in Departement of Chemistry is the achievement of practical skill competencies. This study describes the implementation of alternative laboratory practice in home at one of biochemistry topic using daily chemical and been adjusted with Department of Chemistry learning outcomes and curriculum. Design of this study is one-shot case study and subjects were the 92 of second year college students at Department of Chemistry, Institut Teknologi Sumatera. Instruments of this study are quesioner guideline and student practicum report. The result of implementation the alternative laboratory practice in home were 71.7% of students well-understood the instruction in handbook, 82.6% of students agreed that the topic of distance laboratory practice been accordance with the curriculum, and 80.4% of students were able to elaborate other useful topic of implementation laboratory practice in daily life. Around 86.9% of students could make the good practicum report. Implementation of chemistry laboratory practice using daily chemical in home could be considered as one of alternative distance laboratory practice to achieve the practical skill competencies. 

scholarly journals Research on Students' Consideration of Learning in the Period of Pandemic and Methods of Supporting Online Learning at FPT University

2021 ◽  
Vol 13 (2) ◽  
pp. 306-311
Author(s):  
Huynh Tan Hoi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Ho Chi Minh City ◽  
Ministry Of Education ◽  
Online Teaching And Learning ◽  
Learning At Home ◽  
Learning Policies ◽  
Learning Software ◽  
At Home

Due to the complicated development of the Covid-19 epidemic over time, the Vietnam Ministry of Education and Training quickly changed the traditional teaching and learning to the online teaching and learning method to deal with the regulations on social distancing andpeople’s gatherings. FPT University in Ho Chi Minh City has also quickly adopted online teaching and learning policies so that students can still study and complete their study programs at home. This article deals with students' thoughts and sense of learning during the pandemic and methods to support online learning at home. The research data in this article was completed with the support of survey results conducted at FPT University in Ho Chi Minh City. The article uses quantitative and qualitative analysis methods as well as references to some previous studies to clarify the effectiveness of current online learning methods. The results recorded the effectiveness of online teaching and learning software at a fairly good level or higher. Research results are an important source of information to help schools choose appropriate teaching methods in the following school years.

scholarly journals Study on the Attractiveness Factors of Online Courses

2019 ◽  
Vol 9 (2) ◽  
pp. 128 ◽  
Author(s):  
Jia-Xuan Han ◽  
Min-Yuan Ma
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Rapid Development ◽  
Grid Method ◽  
Type I ◽  
Digital Learning ◽  
Key Factors ◽  
Quantification Theory ◽  
Global Trend ◽  
Education Industry

With the rapid development of online courses, digital learning has become a global trend. In this context, this study analyzed the high intake population of online courses for online affective cognition, and explored what the user’s attraction factors for online courses are. The key factors that affect consumers’ usage of online courses and the weights of impact relations are presented, aiming to provide guidance for future improvement of online courses. This study was conducted through the evaluation grid method of Miryoku engineering. In order to make the charm factors more accurate and representative, this study summarized the charm elements using the Kawakita Jiro (KJ) method, and then quantified the factors in the form of a questionnaire. Through the statistical analysis of the questionnaire and quantification theory type I, the correlation between the charm feeling and the online course as well as the weight of each item (original evaluation item) and category (specific evaluation item) were calculated. Through the research and discussion on the charm factors of online teaching, the results analyzed and integrated in this paper could give more substantive suggestions and help to the education industry.

scholarly journals College Student Meaning Making and Interest Maintenance During COVID-19: From Course-Based Undergraduate Research Experiences (CUREs) to Science Learning Being Off-Campus and Online

2020 ◽  
Vol 5 ◽  
Author(s):  
Cong Wang ◽  
Melanie Bauer ◽  
Alita R. Burmeister ◽  
David I. Hanauer ◽  
Mark J. Graham
Keyword(s):  
Meaning Making ◽  
Undergraduate Research ◽  
Situational Interest ◽  
Laboratory Research ◽  
Student Interest ◽  
Spring Semester ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Student Meaning ◽  
Based Instruction

In response to the outbreak of COVID-19 the national landscape of higher education changed quickly and dramatically to move “online” in the Spring semester of 2020. While distressing to both faculty and students, it presents a unique opportunity to explore how students responded to this unexpected and challenging learning situation. In four undergraduate STEM courses that incorporated course-based undergraduate research experiences (CUREs)—which are often focused on discovery learning and laboratory research—we had an existing study in progress to track students' interest development at five time points over the Spring 2020 semester. Via this ongoing study we were able to investigate how students stay engaged in their college science courses when facing unexpected challenges and obstacles to their learning. Longitudinal survey data from 41 students in these CURE courses demonstrated that students' situational interest dropped significantly when their CURE courses unexpectedly shifted from hands-on, discovery-based, and laboratory-based instruction to online instruction. Although we observed a dramatic decline in student interest in general after the CURE courses moved fully online, the decline rates varied across students. Students who were able to make meaningful connections between the learning activities and their personal or career goals were more likely to maintain a higher level of interest in the course. Implications for practice are discussed.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

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