scholastic online toolkit citing text evidence interactive

Scholastic online toolkit citing text evidence interactive professional#

Much of the research had indicated that compared to face-to-face instructional delivery format, the student evaluation of online courses showed no significant differences both inside and outside the health education field ( Riffell and Sibley, 2005 Campbell et al., 2008 Todd et al., 2017 Harwood et al., 2018). At present, the application of online teaching tools and MOOC resources has greatly promoted the development of online teaching modes in higher education ( Curran et al., 2019 Pozón-López et al., 2021).

Scholastic online toolkit citing text evidence interactive professional#

(3) Online teaching has a different but professional requirement for the teaching infrastructure or ecosystem. The teacher cannot know whether or not the students understand the teaching content through their facial expressions and feedback. (2) Since teacher and students are not in the same space, it is difficult to make real-time interaction. Compared to the traditional or face-to-face teaching mode, the previous online teaching mode has several problems as follows: (1) Due to the lack of teacher’s supervision, it is impossible to ensure that the students would always stay focused in class. With the rapid progress of the integration of education and information technology in the digital era, the online teaching mode and teaching strategies of postgraduate courses need to be optimized. Meanwhile, the instructors could know the learning status in which each student was and perform personalized guidance and improve exam passing rate accordingly. This study suggested that optimized online teaching with smart interactive tools could produce the same learning effectiveness for the academically lower-performing students as for the higher-performing students. Compared to each band score of such two teaching modes, no one failed to pass the final exam in the online course, however, three lower-performing students who were taught in the traditional course failed.

No significant differences were found between the two teaching modes in the overall and academically higher or lower performing students’ final exam average scores. Among all the smart interactive functions, the class quiz was the most effective one in helping students grasp the main points of the course. Almost two-thirds of the class agreed that the smart interactive tools applied in the online course could help them attain their learning goals better. Reflections of students’ satisfaction revealed that about 65.8% were satisfied with the learning involvement and about 60.5% were satisfied with the class interaction.

Descriptive statistics and independent t-tests were used to describe student samples and determine the differences in students’ satisfaction and performance. This study aimed to evaluate the students’ satisfaction with online teaching mode and assess the academically higher and lower performing students’ learning effectiveness in the online course optimized with smart interactive tools compared to face-to-face learning. To solve the problem that lack of interaction in online courses affects motivation and effectiveness of students’ learning, smart interactive tools were introduced into the online Neurobiology course. Department of Neurobiology, School of Life Sciences, China Medical University, Shenyang, China.Ping Wang Teng Ma Li-Bo Liu Chao Shang Ping An Yi-Xue Xue *