Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00016
M. J. Nalipay, M. Jong, Thomas K. F. Chiu, C. Chai
The study aimed to validate a measure of teachers' self-efficacy in implementing integrative science, technology, engineering, and mathematics (STEM) education-the Technological Pedagogical STEM Knowledge Survey (TP-STEMK)-in a sample of 235 teachers in Hong Kong. Confirmatory factor analysis (CFA) was conducted to test TP-STEMK's measurement validity, while structural equation modeling (SEM) was performed to examine the interrelationships among its factors. Results of the CFA showed that the four-factor model of TP-STEMK composed of self-efficacy for technological pedagogical mathematics knowledge (TPMK), technological pedagogical science knowledge (TPSK), technological pedagogical engineering knowledge (TPEK), and integrative STEM (iSTEM) has good fit to the data, providing support for its measurement validity. Moreover, results of the SEM revealed that TPMK, TPSK, and TPEK significantly and positively predicted iSTEM, with TPMK as the strongest predictor. Hence, the study was able to extend the validity of the TP-STEMK to a sample of teachers in Hong Kong.
{"title":"Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering, and Mathematics Education","authors":"M. J. Nalipay, M. Jong, Thomas K. F. Chiu, C. Chai","doi":"10.1109/ISET55194.2022.00016","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00016","url":null,"abstract":"The study aimed to validate a measure of teachers' self-efficacy in implementing integrative science, technology, engineering, and mathematics (STEM) education-the Technological Pedagogical STEM Knowledge Survey (TP-STEMK)-in a sample of 235 teachers in Hong Kong. Confirmatory factor analysis (CFA) was conducted to test TP-STEMK's measurement validity, while structural equation modeling (SEM) was performed to examine the interrelationships among its factors. Results of the CFA showed that the four-factor model of TP-STEMK composed of self-efficacy for technological pedagogical mathematics knowledge (TPMK), technological pedagogical science knowledge (TPSK), technological pedagogical engineering knowledge (TPEK), and integrative STEM (iSTEM) has good fit to the data, providing support for its measurement validity. Moreover, results of the SEM revealed that TPMK, TPSK, and TPEK significantly and positively predicted iSTEM, with TPMK as the strongest predictor. Hence, the study was able to extend the validity of the TP-STEMK to a sample of teachers in Hong Kong.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122141607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00055
G. Huang
Notwithstanding a proliferation of research on the Involvement Load Hypothesis (ILH), many practitioners remain divided over whether ILH could bolster students' productive vocabulary acquisition. The present study hypothesized that ‘autonomy’ could complement ILH in facilitating students' productive vocabulary performance. Two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL (English as a Foreign Language) learners apply productive vocabularies. Applet 1.0 was informed by ILH. Applet 2.0 was based on ILH with the added support of autonomous learning activities. Specifically, Applet 1.0 only provided reading materials. By contrast, learners who studied with Applet 2.0 could autonomously choose different learning materials embedded with the target words: videos, pictures and texts. To testify our hypothesis, we randomly selected two groups of students (N = 49) and divided them into a control group (CG, N = 26) and an experimental group (EG, N = 23). Both groups were asked to write a composition every week while learning with different Applets (CG learned with Applet 1.0 and EG studied with Applet 2.0). Three paragraph-writing tests (pre-test, post-test and delayed-test) were conducted to gauge students' productive vocabulary development. We found the EG performed significantly better than CG in terms of productive vocabulary learning in the post-test and delayed-test. Therefore, this paper suggested that autonomy could advance the effects of ILH and result in better productive vocabulary performance.
尽管对涉入负荷假说(ILH)的研究越来越多，但对于涉入负荷是否能促进学生的生产性词汇习得，许多实践者仍存在分歧。本研究假设“自主性”可以补充ILH，促进学生的生产性词汇表现。我们设计了两个微信小程序(Applet 1.0和Applet 2.0)来帮助中国的英语学习者应用生产性词汇。Applet 1.0由ILH通知。Applet 2.0基于ILH，增加了自主学习活动的支持。具体来说，Applet 1.0只提供阅读材料。相比之下，使用Applet 2.0学习的学习者可以自主选择嵌入目标单词的不同学习材料:视频、图片和文本。为了验证我们的假设，我们随机选择了两组学生(N = 49)，将他们分为对照组(CG, N = 26)和实验组(EG, N = 23)。两组都被要求每周写一篇作文，同时使用不同的Applet学习(CG使用Applet 1.0学习，EG使用Applet 2.0学习)。通过三个段落写作测试(测试前、测试后和延迟测试)来衡量学生的生产性词汇发展。我们发现，在测试后和延迟测试中，EG在生产性词汇学习方面的表现明显优于CG。因此，本文认为自主性可以促进词汇学习的效果，提高词汇学习的产出性表现。
{"title":"Autonomy Strengthens the Predictive Power of Involvement Load Hypothesis on Students' Productive Vocabulary Performance","authors":"G. Huang","doi":"10.1109/ISET55194.2022.00055","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00055","url":null,"abstract":"Notwithstanding a proliferation of research on the Involvement Load Hypothesis (ILH), many practitioners remain divided over whether ILH could bolster students' productive vocabulary acquisition. The present study hypothesized that ‘autonomy’ could complement ILH in facilitating students' productive vocabulary performance. Two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL (English as a Foreign Language) learners apply productive vocabularies. Applet 1.0 was informed by ILH. Applet 2.0 was based on ILH with the added support of autonomous learning activities. Specifically, Applet 1.0 only provided reading materials. By contrast, learners who studied with Applet 2.0 could autonomously choose different learning materials embedded with the target words: videos, pictures and texts. To testify our hypothesis, we randomly selected two groups of students (N = 49) and divided them into a control group (CG, N = 26) and an experimental group (EG, N = 23). Both groups were asked to write a composition every week while learning with different Applets (CG learned with Applet 1.0 and EG studied with Applet 2.0). Three paragraph-writing tests (pre-test, post-test and delayed-test) were conducted to gauge students' productive vocabulary development. We found the EG performed significantly better than CG in terms of productive vocabulary learning in the post-test and delayed-test. Therefore, this paper suggested that autonomy could advance the effects of ILH and result in better productive vocabulary performance.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"503 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122807121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00034
Li Wang, Guangfa Zhu, W. Fu, S. Shan, S. Jin, Rujin Zhou
The teaching content and process of Petrochemical Technology were reconstructed based on the demand of petrochemical industry. The ideological and political contents permeation and methods, the reform of ideological and political evaluation and the educational effect of the course were introduced. The professional ethics of engineer was paid attention to cultivated and “The Spirit of Westward Migration” of university was publicized during the process of teaching. The feedback from students' questionnaires showed that 82% of students thought that the “critical thinking ability” of them had been improved. Students' classroom participation rate had increased to 100%, and the excellent rate of academic performance had increased by 32% (score > 80 points).
{"title":"Ideological and political blending teaching reform of Petrochemical Technology","authors":"Li Wang, Guangfa Zhu, W. Fu, S. Shan, S. Jin, Rujin Zhou","doi":"10.1109/ISET55194.2022.00034","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00034","url":null,"abstract":"The teaching content and process of Petrochemical Technology were reconstructed based on the demand of petrochemical industry. The ideological and political contents permeation and methods, the reform of ideological and political evaluation and the educational effect of the course were introduced. The professional ethics of engineer was paid attention to cultivated and “The Spirit of Westward Migration” of university was publicized during the process of teaching. The feedback from students' questionnaires showed that 82% of students thought that the “critical thinking ability” of them had been improved. Students' classroom participation rate had increased to 100%, and the excellent rate of academic performance had increased by 32% (score > 80 points).","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126734959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00058
Qingli Wang, Minsheng Fan, Min An
This study selected 20 Tibetan children in a large class as the research object to explore a more effective teaching model to promote children's learning of the national common language. The research results are analyzed by SPSS data and it is found that under the AR teaching model, children's national common language learning has significant advantages in terms of understanding and language expression ability. It is suggested that teachers in the ethnic minority areas in western China guide children to carry out teaching activities with the help of AR resources on the basis of the original national common language teaching activities.
{"title":"Research on National Common Language Learning Intervention for Young Children in Western Ethnic Areas Supported by AR Technology","authors":"Qingli Wang, Minsheng Fan, Min An","doi":"10.1109/ISET55194.2022.00058","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00058","url":null,"abstract":"This study selected 20 Tibetan children in a large class as the research object to explore a more effective teaching model to promote children's learning of the national common language. The research results are analyzed by SPSS data and it is found that under the AR teaching model, children's national common language learning has significant advantages in terms of understanding and language expression ability. It is suggested that teachers in the ethnic minority areas in western China guide children to carry out teaching activities with the help of AR resources on the basis of the original national common language teaching activities.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125690572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00011
G. Wong, Paulina Pui Yun Wong, R. Wang, Daniel Jiandong Shen, Haoran Xie
The purpose of this study is to incorporate a collaborative flipped classroom technique using student-generated videos to increase classroom participation. Traditional flipped classroom methods depend on educators to spend resources to produce video content. However, there is uncertainty whether a scalable and sustainable method with student-generated content can be used. Student-generated videos may provide opportunities for increasing collaboration and online engagement. The lack of knowledge and evidence has motivated this pilot study for which students record short reflective videos prior or after class using a private social media application, Soqqle. This was performed across three classes of differing modules in Hong Kong and Thailand. Evaluation and analysis of the classes differ, between participation and learning improvements, although having a similar teaching method of using student-generated videos. Results were mixed. In some cases, the predictors of correlational analysis were contradicting. In one group, results show a 64.2% increase in participation compared to the COVID-19 period. In another group, a regression analysis was able to predict learning performance with 41.2% accuracy $(mathrm{p}= <. 001)$, using the number of videos watched and average duration as predictors. A teaching and learning framework for using the collaborative flipped classroom model is proposed and can be adapted by future researchers. Suggestions to further enhance the model are discussed.
{"title":"Using Student Generated Videos to Facilitate Discussion for Collaborative Flipped Classrooms","authors":"G. Wong, Paulina Pui Yun Wong, R. Wang, Daniel Jiandong Shen, Haoran Xie","doi":"10.1109/ISET55194.2022.00011","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00011","url":null,"abstract":"The purpose of this study is to incorporate a collaborative flipped classroom technique using student-generated videos to increase classroom participation. Traditional flipped classroom methods depend on educators to spend resources to produce video content. However, there is uncertainty whether a scalable and sustainable method with student-generated content can be used. Student-generated videos may provide opportunities for increasing collaboration and online engagement. The lack of knowledge and evidence has motivated this pilot study for which students record short reflective videos prior or after class using a private social media application, Soqqle. This was performed across three classes of differing modules in Hong Kong and Thailand. Evaluation and analysis of the classes differ, between participation and learning improvements, although having a similar teaching method of using student-generated videos. Results were mixed. In some cases, the predictors of correlational analysis were contradicting. In one group, results show a 64.2% increase in participation compared to the COVID-19 period. In another group, a regression analysis was able to predict learning performance with 41.2% accuracy $(mathrm{p}= <. 001)$, using the number of videos watched and average duration as predictors. A teaching and learning framework for using the collaborative flipped classroom model is proposed and can be adapted by future researchers. Suggestions to further enhance the model are discussed.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123816267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00051
Yansui Chen, Manfei Xu
Although the significance of EFL textbooks has been widely acknowledged, previous analyses of textbooks have paid little attention to learning strategies implied or presented in textbooks. By a corpus-assisted method, the present study aims to examine how instrumental texts in mainstream high school English textbooks in China are used to construct learning strategies both implicitly and explicitly. The study found an imbalance in the representation of strategies in the textbooks which partially fulfilled the requirements of the latest English Curriculum Standards for Senior High School in China. It also reveals typical patterns of learning strategies displayed in the textbooks which may shed light on cultivation of learning strategies and English textbook writing in the Chinese EFL contexts.
{"title":"A Corpus-Assisted Analysis of Learning Strategies in Curriculum-Based English Textbooks in China","authors":"Yansui Chen, Manfei Xu","doi":"10.1109/ISET55194.2022.00051","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00051","url":null,"abstract":"Although the significance of EFL textbooks has been widely acknowledged, previous analyses of textbooks have paid little attention to learning strategies implied or presented in textbooks. By a corpus-assisted method, the present study aims to examine how instrumental texts in mainstream high school English textbooks in China are used to construct learning strategies both implicitly and explicitly. The study found an imbalance in the representation of strategies in the textbooks which partially fulfilled the requirements of the latest English Curriculum Standards for Senior High School in China. It also reveals typical patterns of learning strategies displayed in the textbooks which may shed light on cultivation of learning strategies and English textbook writing in the Chinese EFL contexts.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131106491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00013
De-Fang Chen, Yi Zhang, Yuru Lin
Since group awareness was introduced into the field of CSCL, it has become an important concept to trigger high-quality collaborative learning. This study reviewed the literature on the visualizations and effects of group awareness in CSCL. After the searching and screening process, 23 empirical studies were selected from 3 databases. Findings revealed that learners cannot easily capture the group awareness information because of its hiding. Therefore, more and more group awareness tools (GATs) have been developed as an important way for learners to perceive the process of collaboration in CSCL. This study analyzed what information is presented by different types of GATs (cognitive, behavioral, and social) and how to visualize this information. In addition, this study also focused on exploring the effects of GATs on students' collaborative learning from three aspects: collaboration process, group performance and individual performance. Finally, based on the results of literature analysis, potential future research directions were proposed.
{"title":"Group Awareness and Group Awareness Tools in Computer-Supported Collaborative Learning: A Literature Review","authors":"De-Fang Chen, Yi Zhang, Yuru Lin","doi":"10.1109/ISET55194.2022.00013","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00013","url":null,"abstract":"Since group awareness was introduced into the field of CSCL, it has become an important concept to trigger high-quality collaborative learning. This study reviewed the literature on the visualizations and effects of group awareness in CSCL. After the searching and screening process, 23 empirical studies were selected from 3 databases. Findings revealed that learners cannot easily capture the group awareness information because of its hiding. Therefore, more and more group awareness tools (GATs) have been developed as an important way for learners to perceive the process of collaboration in CSCL. This study analyzed what information is presented by different types of GATs (cognitive, behavioral, and social) and how to visualize this information. In addition, this study also focused on exploring the effects of GATs on students' collaborative learning from three aspects: collaboration process, group performance and individual performance. Finally, based on the results of literature analysis, potential future research directions were proposed.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134220708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00048
Xiaodong Wei, Pengfei Xi
Mobile augmented reality games are more effective for teaching and learning, and the impact of different proportions of learning content in mobile augmented reality games on preschoolers' learning outcomes is significant. For preschoolers there is a golden ratio that makes them learn better. This paper will discuss the impact of the proportion of game content on learning outcomes in mobile augmented reality games. The results show that the right proportion of instructional content in mobile augmented reality games enhances teaching effectiveness, satisfaction, entertainment and motivation. However, the proportion of learning content in play varies significantly across the age range. This study focuses on improving teaching effectiveness for teachers and designers by adjusting the proportion of instructional content in mobile augmented reality games when the content is similar.
{"title":"The Golden Ratio of Instructive Content to Entertaining Content in Mobile Augmented Reality Games","authors":"Xiaodong Wei, Pengfei Xi","doi":"10.1109/ISET55194.2022.00048","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00048","url":null,"abstract":"Mobile augmented reality games are more effective for teaching and learning, and the impact of different proportions of learning content in mobile augmented reality games on preschoolers' learning outcomes is significant. For preschoolers there is a golden ratio that makes them learn better. This paper will discuss the impact of the proportion of game content on learning outcomes in mobile augmented reality games. The results show that the right proportion of instructional content in mobile augmented reality games enhances teaching effectiveness, satisfaction, entertainment and motivation. However, the proportion of learning content in play varies significantly across the age range. This study focuses on improving teaching effectiveness for teachers and designers by adjusting the proportion of instructional content in mobile augmented reality games when the content is similar.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115983510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00069
Di Gong, H. Yang, Di Wu, Jinjun Dai
To understand the effectiveness of the rotational synchronous teaching (RST) model on students' learning, a mediation model was conducted to investigate the effects of teaching presence and learning environment preference on college students' deep learning in RST. A total of 274 college students completed the survey. The correlation analysis results show that teaching presence and learning environment preference are positively related to deep learning. At the same time, teaching presence is also found positively related to learning environment preference. The mediation analysis results indicate that teaching presence directly predicts deep learning and also indirectly predicts deep learning via learning environment preference after controlling for gender. That is, learning environment preference plays a partial mediating role between teaching presence and deep learning.
{"title":"The Effects of Teaching Presence and Learning Environment Preference on College Students' Deep Learning in the Rotational Synchronous Teaching Model","authors":"Di Gong, H. Yang, Di Wu, Jinjun Dai","doi":"10.1109/ISET55194.2022.00069","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00069","url":null,"abstract":"To understand the effectiveness of the rotational synchronous teaching (RST) model on students' learning, a mediation model was conducted to investigate the effects of teaching presence and learning environment preference on college students' deep learning in RST. A total of 274 college students completed the survey. The correlation analysis results show that teaching presence and learning environment preference are positively related to deep learning. At the same time, teaching presence is also found positively related to learning environment preference. The mediation analysis results indicate that teaching presence directly predicts deep learning and also indirectly predicts deep learning via learning environment preference after controlling for gender. That is, learning environment preference plays a partial mediating role between teaching presence and deep learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122977206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00039
Yanyang Liu, Dawei Liu, Quanwen Liu, W. Wang, Qi-lin Wu, Lin Wang
Hybrid teaching entails conducting online and offline classes, thus combining the advantages of online and traditional teaching. The introduction of information-based teaching resources has created difficulties in teaching, learning, and teaching management. Harnessing the advantages of such teaching resources while allowing teachers and students to adapt to non-traditional teaching and learning methods is a matter of concern. Hence, this paper presents countermeasures to the problems of hybrid teaching, such as strengthening teachers' hybrid teaching training, stronger supervision and management, and formulating evaluation criteria for hybrid teaching and learning.
{"title":"Hybrid Teaching Management and Evaluation Based on Online Open Public Elective Courses","authors":"Yanyang Liu, Dawei Liu, Quanwen Liu, W. Wang, Qi-lin Wu, Lin Wang","doi":"10.1109/ISET55194.2022.00039","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00039","url":null,"abstract":"Hybrid teaching entails conducting online and offline classes, thus combining the advantages of online and traditional teaching. The introduction of information-based teaching resources has created difficulties in teaching, learning, and teaching management. Harnessing the advantages of such teaching resources while allowing teachers and students to adapt to non-traditional teaching and learning methods is a matter of concern. Hence, this paper presents countermeasures to the problems of hybrid teaching, such as strengthening teachers' hybrid teaching training, stronger supervision and management, and formulating evaluation criteria for hybrid teaching and learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121183670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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