Enter the wonderful world of WTBU "cloud classroom" through big data

Publisher:管理员Date:2020-03-06Views:27

        On February 24, through fully and meticulously prepared in the early stage, Wuhan Technology and Business University started "Internet +" teaching as scheduled.

        In the past week, in order to take online lessons, teachers have tried their best. The students' desire for knowledge also linked the hearts of teachers and students more closely to create the best online classes.



       WTBU conducted a survey of the teaching operation of the online courses in the first week. A total of 120 teaching information officers reflected the online teaching situation of 406 classrooms (260 courses in total). Statistical analysis was conducted on basic teaching resource conditions, student evaluations, teachers and students' opinions, etc.

        WTBU carried out online Q & A for students. The academic affairs department solicited questions about online learning from students, and all departments and teachers also got to know the relevant information from students. Then, the information were timely shared through WeChat group, QQ group and WeChat official account such as @ wtbuer dear students, your teachers have something to say to you; All you want to know about online teaching is here!, etc. to answer to the students who might be confused to the policies and conveyed the education information to them so that they can have the directions in learning and make progress in preparing for examination. At the same time, three technicians were sent to provide technical support and answer questions during the online teaching of wechat group of students' suggestions and student information exchange group.

        In addition, WTBU has launched a number of special trainings to ensure that teachers are proficient in using online teaching platforms to guide students' learning. The college mainly uses the Zhihui Shu and the Chaoxing platform to build courses. In addition to inviting platform technicians to build courses and training, it also invited teachers who are familiar with the use of the two platforms to conduct training and provide corresponding technical support. After the system test, due to the online teaching in colleges and universities across the country, the network was severely stalled, and a teaching group was set up to support teachers and students' requirements for live courses. At the same time, the college academic affairs department also dispatched experimental teachers at the computer branch center to answer questions immediately to teachers who were using computers, recording software and video tools.





        From the data of the first week of the courses, 8.2% of the teachers used the Zhihui Shu app to teach134 classrooms were established on the Chaoxing Xuexitong app, which was accounting for 33%. 76.9% of the classrooms were established on QQ and Dingding apps,  187 classrooms were built on more than two platforms or through two tools, which was accounting for 46%.



        40.0% of the network could be used smoothly on the teaching at all, 48.1% was occasionally unsuccessful but can still complete the teaching process, 7.9% of the network could't be used smoothly which has affected the completion of teaching, 1.2% of the network was completely unsound. 
         Looking at the data from the first week, the adverse effects of the Internet on teaching was gradually diminishing every day.



        In the teaching process, 27.0% of the classes were taught by live broadcast, students can interact with teachers at any time. 39.0% of the classes were taught by video recording mainly through Chaoxing platform, and its teaching process included voice teaching and online question answering. The combination of live broadcast and video recording was adopted for 25.0%, students in this teaching mode mainly focused on task-based learning, 9% only did counseling and Q & A.



      In the process of teaching, 66.97% of teachers often communicated with students, 32.72% occasionally, and 0.3% of teachers never communicated with students.



        A survey of the richness of teaching resources and content (including pre-class preview materials, reference materials, audio and video materials, electronic teaching materials, homework, quizzes, etc.) found that 54% of online classroom teaching resources were very rich, 41% of classrooms were rich, 4% were less rich and not rich classes accounted for 1%.



        66% of the students reported that they could keep up with the progress of online learning, 32% said it was a little hard to keep up with and those who could not keep up with the progress were 2%.

        Judging from the learning effects of students feedback, 53.6% of students thought that online teaching was great, 33.9% of students thought that the effect was average, 7.9% of students thought that the effect of learning was worse than face-to-face teaching, and 4.5% of students thought that the effect was not good.

        Since the online classes began on February 24, the supervision room has listened to 51 lessons on online teaching platforms such as Zhihui Shu, Chaoxing and Tencent Class. From the situation, online teaching in the first week generally ran smoothly, teachers and students could basically enter the normal teaching state as soon as possible. The course mainly adopted learning communication, Tencent classroom and other platforms to complete the task of building and preparing lessons. According to the characteristics of online teaching, teachers guided students' online learning through combining live broadcast, recording, broadcasting or mixed teaching modes with the organization of online interactive discussion, self-study and other ways to organize teaching activities.

      The course of Introduction to E-commerce has 25 tasks. At present, the thematic web recording materials have been compiled, including introduction cases, recordings of task points, video materials, discussion questions, thinking questions, practice questions, etc. Teachers used QQ groups to explain the important and difficult points of the learning content and then let the students fully self-learn. Finally, teachers and students focused on the interaction and summary. This teaching method is more practical, and the teaching effect is good. Teachers love their posts and devote themselves to building, preparing and teaching lessons, ensuring that the teaching is carried out in accordance with teaching requirements.

        "I think online learning is no less effective than offline learning. On the one hand, the live broadcast allows us to interact with the teacher in real time through the barrage and give teachers timely feedback on the teaching; on the other hand, the teacher can also answer questions in real time to us and solve the problems we raise in time." , Hu Yan, the student who is major in Network and New Mediaone said.



        Li Huimin, one of the Journalism student of the college also said:"I think recording and broadcasting is better than live broadcasting, because recording and broadcasting can allow us to watch repeatedly through replays after class according to our own learning conditions, in constrast, live broadcasting is difficult to improve the learning efficiency due to network problems, time and other issues. But in general, if you don’t study carefully, you can’t learn any of them. Online learning still depends on our consciousness."



        Mrs. Hu Xiaoling shared her experience of online teaching in terms of lesson preparation and student liaison. She believes that preparation is essential for online teaching, such as teaching materials, lesson plans, reference materials, outlines, courseware, video materials, recordings, assignments, and so on. "The preparation of teaching work, the design of the teaching process, and the proficient use of the Internet platform are all challenges for teachers. We teachers should continuously improve our comprehensive ability, keep in mind our teaching missions and create a classroom with temperature and affection."



        Mrs. Ma Huimin received the task of online teaching in early February and began to prepare soon. She set up a simple live broadcast room by using the existing equipment at home so that to give students the familiar smile and the cordial greeting. "The online teaching model is a completely new kind of reform. It is a huge job to complete the online data collection and upload of a course in just ten days. At the same time, many students are scattered in the mountains. In my hometown, the mobile phone network is unstable, and the quality of online classrooms cannot be guaranteed." However, she also expressed her willingness to work with students to overcome various difficulties and strive for quality and quantity to complete teaching tasks.



        Through data analysis and survey feedback on the operation status of the online course teaching for one week, relevant departments were continuously improving and trying their best to do all the work of "Internet +" teaching.

            It is reported that WTBU will set forth a series of characteristic courses in the future.