{"title":"Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology","authors":"Xiao-Lan Zhu, Jinjin Zhu, Zhuguo Li","doi":"10.3991/ijet.v18i12.40373","DOIUrl":null,"url":null,"abstract":"Abstract—A system including 18 second-level indexes was constructed first from three aspects to further scientifically evaluate the effectiveness of online teaching. These aspects are the effectiveness of technical support, students’ online learning, and teachers’ online teaching. Moreover, the weights of indexes affecting the effectiveness of online teaching were calculated using the improved CRITIC (Criteria Importance Though Intercrieria Correlation) method, followed by the VIKOR (VIseKriterijumska Optimizacija I Kompromisno Resenje)-based effectiveness evaluation for the online teaching of five majors, including microbiology in Henan Agricultural University. Results show that three indexes—repeated playback promotes knowledge review and consolidation (X2-2), breaking through time-space restriction facilitates learning whenever and wherever possible (X2-1), and good teacher–student and student–student interaction (X3-2)—rank top three in weight. The Q value measured using the VIKOR method reflects the best effectiveness of online microbiology teaching. The CRITIC-weighted VIKOR online teaching effectiveness evaluation model is proved to be flexible and feasible in evaluating the online teaching effectiveness of different subjects, such as schools, majors, and students. The research findings are of specific guiding significance for scientifically adjusting online teaching behaviors and carrying out online teaching activities. Moreover, this research can promote the application of big data analysis in online teaching effectiveness analysis and be of reference value for the process data evaluation of students’ online learning.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Emerging Technologies in Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3991/ijet.v18i12.40373","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract—A system including 18 second-level indexes was constructed first from three aspects to further scientifically evaluate the effectiveness of online teaching. These aspects are the effectiveness of technical support, students’ online learning, and teachers’ online teaching. Moreover, the weights of indexes affecting the effectiveness of online teaching were calculated using the improved CRITIC (Criteria Importance Though Intercrieria Correlation) method, followed by the VIKOR (VIseKriterijumska Optimizacija I Kompromisno Resenje)-based effectiveness evaluation for the online teaching of five majors, including microbiology in Henan Agricultural University. Results show that three indexes—repeated playback promotes knowledge review and consolidation (X2-2), breaking through time-space restriction facilitates learning whenever and wherever possible (X2-1), and good teacher–student and student–student interaction (X3-2)—rank top three in weight. The Q value measured using the VIKOR method reflects the best effectiveness of online microbiology teaching. The CRITIC-weighted VIKOR online teaching effectiveness evaluation model is proved to be flexible and feasible in evaluating the online teaching effectiveness of different subjects, such as schools, majors, and students. The research findings are of specific guiding significance for scientifically adjusting online teaching behaviors and carrying out online teaching activities. Moreover, this research can promote the application of big data analysis in online teaching effectiveness analysis and be of reference value for the process data evaluation of students’ online learning.
摘要——首先从三个方面构建了一个包含18个二级指标的系统，以进一步科学地评价网络教学的有效性。这些方面是技术支持的有效性、学生的在线学习和教师的在线教学。此外，采用改进的CRITIC（Criteria Importance Through Intercrieria Correlation）方法计算了影响在线教学有效性的指标权重，然后对河南农业大学微生物学等五个专业的在线教学进行了基于VIKOR（VIseKriterijumska Optimizacija I Kombrisno Resenje）的有效性评价。结果表明，重复播放促进知识复习和巩固（X2-2）、突破时空限制促进随时随地学习（X2-1）和良好的师生互动（X3-2）三个指标的权重排名前三。使用VIKOR方法测量的Q值反映了在线微生物学教学的最佳效果。CRITIC加权VIKOR在线教学效果评估模型在评估学校、专业和学生等不同学科的在线教学效果方面是灵活可行的。研究结果对科学调整网络教学行为、开展网络教学活动具有具体的指导意义。此外，本研究可以促进大数据分析在在线教学效果分析中的应用，对学生在线学习的过程数据评估具有参考价值。
期刊介绍：
This interdisciplinary journal focuses on the exchange of relevant trends and research results and presents practical experiences gained while developing and testing elements of technology enhanced learning. It bridges the gap between pure academic research journals and more practical publications. So it covers the full range from research, application development to experience reports and product descriptions. Fields of interest include, but are not limited to: -Software / Distributed Systems -Knowledge Management -Semantic Web -MashUp Technologies -Platforms and Content Authoring -New Learning Models and Applications -Pedagogical and Psychological Issues -Trust / Security -Internet Applications -Networked Tools -Mobile / wireless -Electronics -Visualisation -Bio- / Neuroinformatics -Language /Speech -Collaboration Tools / Collaborative Networks
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