classroom teaching
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2022 ◽  
Vol 12 ◽  
Minghui Du ◽  
Yiqun Qian

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

2022 ◽  
Vol 7 (1) ◽  
pp. 12-16
Keerthika Ranji ◽  
Shweta S.D Phadke ◽  
Pranati Tilak

The COVID-19 pandemic has brought about a sudden drastic change in the teaching learning patterns globally. Educational institutes have shifted from the traditional classroom teaching to virtual classrooms. This transition is the need of the hour. It requires technical up gradation as well as better communication skills because the teacher and student are only interacting through a virtual platform. There are many difficulties that both teacher and students face during online teaching learning process. In this study we have tried to understand the perception of physiotherapy students towards E Learning. From the data received and analysed it was concluded that the physiotherapy students prefer traditional classroom teaching as it helps develop better hands on skills. Keywords: E-Learning, Physiotherapy Students, COVID-19 pandemic.

2022 ◽  
pp. 381-395
Yixun Li ◽  
Lin Zou

This chapter discusses the theoretical frameworks for artificial intelligence (AI) teachers and how AI teachers have been applied to facilitate game-based literacy learning in existing empirical studies. While the application of artificial intelligence (AI) in education is a relatively emerging research area, it has received increasing attention in the scientific community. In the future, AI teachers are likely to be able to serve as powerful supplementary tools in classroom teaching in support of human teachers. The main goal here is to provide the readers with new insights on promoting game-based literacy learning from the perspectives of AI teachers. To this end, the authors introduce the readers to the key concepts of AI teachers, the merits and demerits of AI teachers in education, scientific research on AI teachers in literacy learning, and some highlighted examples of AI teachers in literacy classrooms for practical concerns.

2022 ◽  
pp. 122-137
Karthigai Prakasam Chellaswamy ◽  
Nagarjuna Gururaj Rao ◽  
Sharon Varghese ◽  
Georgy P. Kurien ◽  
Sreedhara Raman ◽  

Game-based learning is an exciting and interactive tool used by many teachers across the globe. This research aims to check whether any significant change is found in the learning of the student before and after introducing game-based learning in classroom teaching. MBA students were identified as the target group for this research. The production dice game was used for this experiment. The teacher engaged the first session traditionally and later with the production dice game. Student learning was captured through a Google form before and after the game. The Google form had questions ranging from understanding to analyzing to application-level to capture exactly the effectiveness of game-based learning, Paired sample t-test was applied to check the before and after test results, and it was found that there was a significant change in the learning among the identified target group. Through this study, the authors conclude that game-based learning provides better results in student learning as compared to regular classroom teaching.

2021 ◽  
Vol 10 (2) ◽  
pp. 1403-1404
Mengyuan Hua ◽  
Longjun Zhou

Assignments are effective means to assess students’ learning results. Students can consolidate their knowledge through school assignments and use their knowledge to solve problems. Assignments include in-class assignments and after-class assignments. In-class assignments are not only a basic component of classroom teaching, but also assessment of students’ mastery of knowledge. After-class assignments are complementary to students’ classroom learning and of equal value to in-class assignments. At basic education levels, proper assignmentloads are necessary. Students’ learning lacks assessment without assignments; Learning without assessment is unacceptable and even brings disastrous consequences (Bai, 2010).

2021 ◽  
Vol 6 (2) ◽  
pp. 39-52
Живорад Миленовић ◽  
Марија Миленовић ◽  
Јелена Седларевић

The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.

2021 ◽  
Vol 15 (1) ◽  
pp. 178
Wentao Guo

Under the development of the information age, traditional Chinese teaching model of college English reading courses can no longer meet the needs of the times, and needs to be reformed urgently. From the perspective of mobile learning, this paper tries to combine modern educational technology with classroom teaching by using an online English reading learning platform, and explores the construction of a new teaching model. This model tries to form effective teaching supervision and assessment through the combination of online and offline teaching model, in-class and after-class teaching model, as well as real-time and dynamic big data monitoring, which breaks the closed classroom teaching environment, enriches the teaching content and means, complements and improves the teaching method of traditional Chinese college English reading courses. The aim of this study is to enrich teaching content, reform traditional teaching model and construct a new teaching model for English reading courses through the teaching practice of the online English reading platform, and further optimize the use of the platform by collecting and analyzing effective assessment and feedback, so as to make full use of the online reading platform and improve the mobile reading teaching model. 

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Yu Lu ◽  
Wang Lizhi

In order to quickly and accurately retrieve a required part from massive multimedia educational resources and improve the utilization of educational resources, a multimedia assisted legal classroom teaching model based on data mining algorithm is designed. Firstly, the attributes of multimedia assisted legal classroom teaching resources are judged, and the numerical resources are standardized and discretized. Then, the B+ tree is used to establish the model’s indexes and index library, and the corresponding retrieval algorithm is designed to complete the resource search, establish the data distribution structure model of the multimedia assisted legal classroom teaching system, mine the data, reconstruct the phase space of the fused data information flow, extract the high-order moment features of the specific data in the multimedia assisted legal classroom teaching system in the reconstructed high-dimensional phase space, and realize the accurate mining of the feature data. The experimental results show that the teaching effect of the designed model has more advantages and can promote the improvement of students’ performance.

2021 ◽  
Vol 5 (12) ◽  
pp. 63-68
Jun Mao

Classroom is an important environment for communication in teaching events. Therefore, both school and society should pay more attention to it. However, in the traditional teaching classroom, there is actually a relatively lack of communication and exchanges. Facial expression recognition is a branch of facial recognition technology with high precision. Even in large teaching scenes, it can capture the changes of students’ facial expressions and analyze their concentration accurately. This paper expounds the concept of this technology, and studies the evaluation of classroom teaching effects based on facial expression recognition.

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