To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybr...To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybrid and dual-teacher classroom model.Based on big data and online platforms,this study constructs a music teaching resource system that integrates online micro-lessons,real-time interaction,virtual choirs,collaborative composition,and learning behavior tracking to enhance the openness and personalization of teaching.Through comparative experiments,the study focuses on changes in student knowledge acquisition,musical skills,learning interest,and classroom engagement.Results show that the experimental group significantly outperforms the control group in terms of improvement in knowledge test scores,rhythm and pitch performance,task completion rate,and scores on the learning motivation questionnaire.Differences are particularly prominent in interaction frequency and the expressiveness of the work.The study shows that Group A demonstrates significant improvement in all three dimensions:interest increases from 3.1 to 4.2;autonomous learning motivation increases from 3.0 to 4.1;emotional engagement increases from 3.2 to 4.3,demonstrating strong positive effects.Experimental Group B shows the greatest improvement,with interest increasing from 3.0 to 4.5,autonomous learning motivation from 2.9 to 4.4,and emotional engagement from 3.1 to 4.6,indicating the most significant improvements in learning attitudes and emotions.展开更多
In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,...In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,focusing on its influence on learning outcomes and student engagement.The research uses a quantitative approach,utilizing surveys and academic performance data to evaluate two main objectives:(1)the impact of AI teaching methods on academic performance compared to traditional instruction;(2)the level of student engagement and satisfaction with AI-based learning tools.The study sample includes undergraduate students from multiple universities in China,allowing for a diverse representation of various disciplines.Data will be collected through standardized tests,questionnaires,and academic records,ensuring the reliability and validity of the results.The findings will provide insights into the potential advantages and challenges of AI integration in higher education and inform future strategies for adopting AI in Chinese classrooms.By exploring both the academic and practical aspects of AI-driven education,this research aims to contribute valuable knowledge to the growing field of AI in education,particularly in the context of Chinese higher education.The results are expected to have implications for educators,policymakers,and AI developers interested in enhancing the effectiveness of educational technologies.展开更多
Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects the...Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.展开更多
This article focuses on the connection between classroom design and learning outcomes. It discusses how different spatial arrangements, sounds, lights, and furniture affect engagement, motivation, and attention. Good ...This article focuses on the connection between classroom design and learning outcomes. It discusses how different spatial arrangements, sounds, lights, and furniture affect engagement, motivation, and attention. Good classroom design supports various classroom activities, encouraging group work and individual tasks. The flexible layouts encourage Interaction and engagement while sound management minimizes interruptions that support focus. On top of that, the use of general and task-oriented lighting enhances mood and alertness, thereby increasing grades. Also, comfortable furniture helps in achieving attention, hence improving learning. Thus, this holistic perspective indicates that purposeful space designs are important in enhancing students’ academic performance and well-being.展开更多
With the deepening of educational reform,clinical nursing faces increasingly higher requirements in response to societal developments.Vocational nursing students primarily study humanities and social sciences,medical ...With the deepening of educational reform,clinical nursing faces increasingly higher requirements in response to societal developments.Vocational nursing students primarily study humanities and social sciences,medical foundations,preventive health care theories,nursing basics,and clinical nursing skills.These subjects are broad and abstract,necessitating the integration of theory with practice to enhance understanding and mastery.In the digital era,numerous resources,such as smartphones,the Superstar Learning Platform,WeChat communication tools,and artificial intelligence,can be utilized in teaching.This study aims to employ low-cost online resources to implement blended teaching methods in nursing education at higher vocational colleges,enriching the classroom experience,stimulating student enthusiasm,improving learning outcomes,and meeting clinical needs.展开更多
Objective:To evaluate the effect of the sandwich teaching model on the learning effect of nursing students.Methods:The Chinese and English databases of CNKI,WanFang,Vip,superstar,and PubMed were searched by computer,a...Objective:To evaluate the effect of the sandwich teaching model on the learning effect of nursing students.Methods:The Chinese and English databases of CNKI,WanFang,Vip,superstar,and PubMed were searched by computer,and the data were analyzed by Rev Man 5.3 software after literature quality evaluation.Results:Meta-analysis showed that the theoretical and operational performance of the nursing students in the sandwich teaching method was better than that of the traditional teaching group.Conclusion:The sandwich approach was superior to the traditional teaching method in the learning outcomes of nursing students.展开更多
Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a sign...Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.Methods: The researchers used semi structured interviews to collect qualitative data. A total of 48 stu-dents were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data. Findings: Two themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration. Conclusions: The findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.展开更多
Objective:To assess the nursing curriculum and point out learning outcomes in Turkey.Methods:A cross-sectional design was used in this study.This study was conducted between May and June 2017 from 23 undergraduate nur...Objective:To assess the nursing curriculum and point out learning outcomes in Turkey.Methods:A cross-sectional design was used in this study.This study was conducted between May and June 2017 from 23 undergraduate nursing schools'education programs for one education and academic year's curriculum.The public information of the universities collected from their web sites and learning outcomes of the schools were classified as cognitive,psychomotor,and affective domains.Results:It appears that half of the basic nursing courses are in the psychomotor domain,and the majority of basic medical sciences courses are in the cognitive domain.Learning outcomes about the affective domain mostly take place in basic nursing courses.Conclusions:The findings of the results of this study can provide insight into current nursing education and guide new curricula to be developed.展开更多
Objective:This study aimed to determine the relationships between e-learning quality,student satisfaction,and learning outcomes and the mediating effect of student satisfaction.Methods:A cross-sectional quantitative c...Objective:This study aimed to determine the relationships between e-learning quality,student satisfaction,and learning outcomes and the mediating effect of student satisfaction.Methods:A cross-sectional quantitative correlational study using a predictive design and multivariate analysis method was employed in this study.A sample of 241 nursing students were recruited through an online survey based on a stratified random sampling technique.The variance-based Par tial Least Squares Structural Modeling analysis method was used to test the possible relationship and mediating effect among the variables.Results:The findings revealed statistical y significant relationships between e-learning quality,student satisfaction,and learning outcomes.A mediating effect of 37.2%is predicted for e-learning quality on learning outcomes through student satisfaction.Conclusions:This study emphasizes the learning needs of working nurses and the impact on their learning outcomes in e-learning nursing undergraduate programs.Advances in e-learning education have assisted nurses to be more self-sufficient in their pursuit of lifelong learning.展开更多
As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended lear...As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended learning outcomes, especially for practical-based subjects. In this research, students having online classes of a practical-based fabric design subject were encouraged to self-study from Open Educational Resource (OER) materials for a further and better understanding of their subject. Additionally, online materials were developed to improve students’ understanding via skill of digital literacy. Their learning progress was evaluated and compared to the face-to-face version. The majority of students found online classes combined with self-studying OER materials, potentially be a substitute for face-to-face classes. Most of the students further opined different OER videos assisted them without any face-to-face instructions in practical works, to develop new fabric samples from the inspiration. Analysis of test results, and comparison of students’ final grades with different learning modes, supported these phenomena.展开更多
With the continuous development and improvement of educational concepts,the effectiveness of learning outcomes and the achievement of curriculum has become an important way to change the present situation of teaching....With the continuous development and improvement of educational concepts,the effectiveness of learning outcomes and the achievement of curriculum has become an important way to change the present situation of teaching.This paper explores the construction of the curriculum achievability evaluation system based on learning outcomes from three aspects,namely,phased learning outcomes,graduation requirements,graduation design requirements and employability requirements,which are closely related to learning outcomes,in order to contribute to the promotion of education reform and the improvement of teaching effectiveness.展开更多
Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do ...Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do learners’preferred Learning Styles matter in PLE?To investigate the relationship among learners’Learning Styles,learning outcomes and satisfaction towards the PLE platform,the study constructed and applied a supervised-PLE-IELTS platform.57 sophomores majored in Business in Wenzhou University took part in a 16-week project.Data were collected by Honey and Mumford’s Learning Styles questionnaire for the Learning Styles,post-test of IELTS reading,listening and vocabulary for the cognitive learning outcomes,and Distance Education Learning Environments Survey(DELES)for the satisfaction towards the PLE platform.The results showed:(1)Learning Styles have positive relationship with the cognitive learning achievements in PLE;(2)Learning Styles had no direct effect on satisfaction,and learners of all Learning Styles enjoyed PLE-IELTS platform;and(3)learners who spent more time on PLE platform achieved better cognitive learning outcomes.The paper shed light on the future construction of supervised-PLEs.展开更多
More and more researchers are becoming involved through a variety of actions and programs, which divides assessment into different branches(such as formative, summative, normative assessment, etc). In the present pape...More and more researchers are becoming involved through a variety of actions and programs, which divides assessment into different branches(such as formative, summative, normative assessment, etc). In the present paper, I will try to emphasis that collaborative assessment is positive to high school students' learning outcome, and cooperative and competitive assessment should be mixture implemented in Chinese education process rather than only using competitive assessment to evaluate students' achievement. I hope that Chinese students and teachers could teach or test in the less pressure by reforming the educational evaluation system.展开更多
Blended teaching, which integrates the advantages of online and offline teaching, has become the main direction of higher education teaching reform. In the era of education big data, research on the online learners’ ...Blended teaching, which integrates the advantages of online and offline teaching, has become the main direction of higher education teaching reform. In the era of education big data, research on the online learners’ behavior based on data mining has attracted more and more attention from higher education researchers. However, in the field of foreign language teaching, research on the relationship between online learning behaviors and learning outcomes in the blended teaching mode is still at an early stage. Taking the course College English Listening in Zhejiang Yuexiu University (ZYU) as an example, this study conducted a comprehensive data analysis of online learning behaviors of 152 students of ZYU to explore the influence of online learning behaviors on learning outcomes in the blended teaching mode by utilizing Microsoft Excel and SPSS.20 statistic software. The result shows that the number of course login, the quantity and the quality of forum replies, the number of note submission, the quality of the notes, the average score of vocabulary tests, the number of the times of taking listening tests and the average score of listening tests are all significantly and positively correlated with students’ learning outcomes, while the study does not find a correlation between students’ learning outcomes and the number of the times of taking vocabulary tests, the total length of online learning and the length of video viewing. Based on the study results, implications are put forward to give reference for the teaching design and the management of the foreign language blended courses.展开更多
The integration of digital teaching resources in higher education has become increasingly prevalent,offering transformative potential for teaching and learning.This study employed a mixed-methods approach to investiga...The integration of digital teaching resources in higher education has become increasingly prevalent,offering transformative potential for teaching and learning.This study employed a mixed-methods approach to investigate the application and impact of digital resources on learning outcomes within higher education settings.Quantitative data from surveys indicated a positive correlation between digital resource usage and learning motivation,with students demonstrating higher knowledge retention and engagement levels.Qualitative interviews highlighted themes such as personalization,engagement,and the challenges of the digital divide and professional development needs.The research underscores the importance of strategic integration,equitable access,and ongoing support for educators and students.Recommendations for higher education institutions and policy makers include improving digital access,fostering a culture of innovation,and providing professional development opportunities.The study also identifies areas for future research,such as the long-term impact of digital resources and the potential of emerging technologies.展开更多
This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized...This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.展开更多
The recognition and transformation of learning outcomes is a key step in building a lifelong learning pathway to meet the personalized and diverse learning and development needs of individuals.In response to the probl...The recognition and transformation of learning outcomes is a key step in building a lifelong learning pathway to meet the personalized and diverse learning and development needs of individuals.In response to the problems of incomplete systems,complex processes,and inadequate quality monitoring in the recognition and conversion of learning outcomes at Guangdong Polytechnic of Science and Technology,suggestions are proposed to optimize management methods,standardize the process of recognition and conversion of learning outcomes,build an information platform for recognition and conversion of learning outcomes,and rely on vocational education groups to continuously standardize and orderly carry out recognition and conversion of learning outcomes.展开更多
While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated th...While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated the impact of a blended teaching model incorporating AI tools on the Superstar Learning Platform for Chinese university EFL students.Using a mixed-methods approach,60 first-year students were randomized into an experimental group(using the AI-enhanced model)and a control group(traditional instruction)for 16 weeks.Data included test scores,learning behaviors(duration,task completion),satisfaction surveys,and interviews.Results showed the experimental group significantly outperformed the control group on post-tests and achieved larger learning gains.These students also demonstrated greater engagement through longer study times and higher task completion rates,and reported significantly higher satisfaction.Interviews confirmed these findings,with students attributing benefits to the model’s personalized guidance,structured content presentation(knowledge graphs),immediate responses,flexibility,and varied interaction methods.However,limitations were noted,including areas where the platform’s AI could be improved(e.g.,for assessing speaking/translation)and ongoing challenges with student self-discipline.The study concludes that this AI-enhanced blended model significantly improved student performance,engagement,and satisfaction in this EFL context.The findings offer practical insights for educators and platform developers,suggesting AI integration holds significant potential while highlighting areas for refinement.展开更多
文摘To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybrid and dual-teacher classroom model.Based on big data and online platforms,this study constructs a music teaching resource system that integrates online micro-lessons,real-time interaction,virtual choirs,collaborative composition,and learning behavior tracking to enhance the openness and personalization of teaching.Through comparative experiments,the study focuses on changes in student knowledge acquisition,musical skills,learning interest,and classroom engagement.Results show that the experimental group significantly outperforms the control group in terms of improvement in knowledge test scores,rhythm and pitch performance,task completion rate,and scores on the learning motivation questionnaire.Differences are particularly prominent in interaction frequency and the expressiveness of the work.The study shows that Group A demonstrates significant improvement in all three dimensions:interest increases from 3.1 to 4.2;autonomous learning motivation increases from 3.0 to 4.1;emotional engagement increases from 3.2 to 4.3,demonstrating strong positive effects.Experimental Group B shows the greatest improvement,with interest increasing from 3.0 to 4.5,autonomous learning motivation from 2.9 to 4.4,and emotional engagement from 3.1 to 4.6,indicating the most significant improvements in learning attitudes and emotions.
文摘In recent years,artificial intelligence(AI)has been increasingly integrated into educational settings worldwide.This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students,focusing on its influence on learning outcomes and student engagement.The research uses a quantitative approach,utilizing surveys and academic performance data to evaluate two main objectives:(1)the impact of AI teaching methods on academic performance compared to traditional instruction;(2)the level of student engagement and satisfaction with AI-based learning tools.The study sample includes undergraduate students from multiple universities in China,allowing for a diverse representation of various disciplines.Data will be collected through standardized tests,questionnaires,and academic records,ensuring the reliability and validity of the results.The findings will provide insights into the potential advantages and challenges of AI integration in higher education and inform future strategies for adopting AI in Chinese classrooms.By exploring both the academic and practical aspects of AI-driven education,this research aims to contribute valuable knowledge to the growing field of AI in education,particularly in the context of Chinese higher education.The results are expected to have implications for educators,policymakers,and AI developers interested in enhancing the effectiveness of educational technologies.
基金the project“Research on the Evaluation Mechanism of College Ideological and Political Education:A Perspective on Teacher-Student Development,”funded by Zhejiang Provincial College Ideological and Political Education Research Project.
文摘Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.
文摘This article focuses on the connection between classroom design and learning outcomes. It discusses how different spatial arrangements, sounds, lights, and furniture affect engagement, motivation, and attention. Good classroom design supports various classroom activities, encouraging group work and individual tasks. The flexible layouts encourage Interaction and engagement while sound management minimizes interruptions that support focus. On top of that, the use of general and task-oriented lighting enhances mood and alertness, thereby increasing grades. Also, comfortable furniture helps in achieving attention, hence improving learning. Thus, this holistic perspective indicates that purposeful space designs are important in enhancing students’ academic performance and well-being.
基金Guangdong Provincial Private Education Association 2024 Private Universities Research Project“Rehabilitation Nursing Professional Practice Teaching Research”(Project No.GMG2024154)。
文摘With the deepening of educational reform,clinical nursing faces increasingly higher requirements in response to societal developments.Vocational nursing students primarily study humanities and social sciences,medical foundations,preventive health care theories,nursing basics,and clinical nursing skills.These subjects are broad and abstract,necessitating the integration of theory with practice to enhance understanding and mastery.In the digital era,numerous resources,such as smartphones,the Superstar Learning Platform,WeChat communication tools,and artificial intelligence,can be utilized in teaching.This study aims to employ low-cost online resources to implement blended teaching methods in nursing education at higher vocational colleges,enriching the classroom experience,stimulating student enthusiasm,improving learning outcomes,and meeting clinical needs.
文摘Objective:To evaluate the effect of the sandwich teaching model on the learning effect of nursing students.Methods:The Chinese and English databases of CNKI,WanFang,Vip,superstar,and PubMed were searched by computer,and the data were analyzed by Rev Man 5.3 software after literature quality evaluation.Results:Meta-analysis showed that the theoretical and operational performance of the nursing students in the sandwich teaching method was better than that of the traditional teaching group.Conclusion:The sandwich approach was superior to the traditional teaching method in the learning outcomes of nursing students.
文摘Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.Methods: The researchers used semi structured interviews to collect qualitative data. A total of 48 stu-dents were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data. Findings: Two themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration. Conclusions: The findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.
文摘Objective:To assess the nursing curriculum and point out learning outcomes in Turkey.Methods:A cross-sectional design was used in this study.This study was conducted between May and June 2017 from 23 undergraduate nursing schools'education programs for one education and academic year's curriculum.The public information of the universities collected from their web sites and learning outcomes of the schools were classified as cognitive,psychomotor,and affective domains.Results:It appears that half of the basic nursing courses are in the psychomotor domain,and the majority of basic medical sciences courses are in the cognitive domain.Learning outcomes about the affective domain mostly take place in basic nursing courses.Conclusions:The findings of the results of this study can provide insight into current nursing education and guide new curricula to be developed.
基金partially extracted from a PhD project at Asia-e University,Malaysia。
文摘Objective:This study aimed to determine the relationships between e-learning quality,student satisfaction,and learning outcomes and the mediating effect of student satisfaction.Methods:A cross-sectional quantitative correlational study using a predictive design and multivariate analysis method was employed in this study.A sample of 241 nursing students were recruited through an online survey based on a stratified random sampling technique.The variance-based Par tial Least Squares Structural Modeling analysis method was used to test the possible relationship and mediating effect among the variables.Results:The findings revealed statistical y significant relationships between e-learning quality,student satisfaction,and learning outcomes.A mediating effect of 37.2%is predicted for e-learning quality on learning outcomes through student satisfaction.Conclusions:This study emphasizes the learning needs of working nurses and the impact on their learning outcomes in e-learning nursing undergraduate programs.Advances in e-learning education have assisted nurses to be more self-sufficient in their pursuit of lifelong learning.
文摘As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended learning outcomes, especially for practical-based subjects. In this research, students having online classes of a practical-based fabric design subject were encouraged to self-study from Open Educational Resource (OER) materials for a further and better understanding of their subject. Additionally, online materials were developed to improve students’ understanding via skill of digital literacy. Their learning progress was evaluated and compared to the face-to-face version. The majority of students found online classes combined with self-studying OER materials, potentially be a substitute for face-to-face classes. Most of the students further opined different OER videos assisted them without any face-to-face instructions in practical works, to develop new fabric samples from the inspiration. Analysis of test results, and comparison of students’ final grades with different learning modes, supported these phenomena.
基金Key project of Education and Teaching Reform of Daqing Normal University research on Curriculum Development Integrity Evaluation System of Reverse Design Teaching(No.JY1904).
文摘With the continuous development and improvement of educational concepts,the effectiveness of learning outcomes and the achievement of curriculum has become an important way to change the present situation of teaching.This paper explores the construction of the curriculum achievability evaluation system based on learning outcomes from three aspects,namely,phased learning outcomes,graduation requirements,graduation design requirements and employability requirements,which are closely related to learning outcomes,in order to contribute to the promotion of education reform and the improvement of teaching effectiveness.
基金This paper is part of the research results of Wenzhou basic scientific research project"Research on the mode and Countermeasures of coordinated development of Regional Higher Vocational Education and industrial agglomera-tion"(R2020023)。
文摘Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do learners’preferred Learning Styles matter in PLE?To investigate the relationship among learners’Learning Styles,learning outcomes and satisfaction towards the PLE platform,the study constructed and applied a supervised-PLE-IELTS platform.57 sophomores majored in Business in Wenzhou University took part in a 16-week project.Data were collected by Honey and Mumford’s Learning Styles questionnaire for the Learning Styles,post-test of IELTS reading,listening and vocabulary for the cognitive learning outcomes,and Distance Education Learning Environments Survey(DELES)for the satisfaction towards the PLE platform.The results showed:(1)Learning Styles have positive relationship with the cognitive learning achievements in PLE;(2)Learning Styles had no direct effect on satisfaction,and learners of all Learning Styles enjoyed PLE-IELTS platform;and(3)learners who spent more time on PLE platform achieved better cognitive learning outcomes.The paper shed light on the future construction of supervised-PLEs.
文摘More and more researchers are becoming involved through a variety of actions and programs, which divides assessment into different branches(such as formative, summative, normative assessment, etc). In the present paper, I will try to emphasis that collaborative assessment is positive to high school students' learning outcome, and cooperative and competitive assessment should be mixture implemented in Chinese education process rather than only using competitive assessment to evaluate students' achievement. I hope that Chinese students and teachers could teach or test in the less pressure by reforming the educational evaluation system.
文摘Blended teaching, which integrates the advantages of online and offline teaching, has become the main direction of higher education teaching reform. In the era of education big data, research on the online learners’ behavior based on data mining has attracted more and more attention from higher education researchers. However, in the field of foreign language teaching, research on the relationship between online learning behaviors and learning outcomes in the blended teaching mode is still at an early stage. Taking the course College English Listening in Zhejiang Yuexiu University (ZYU) as an example, this study conducted a comprehensive data analysis of online learning behaviors of 152 students of ZYU to explore the influence of online learning behaviors on learning outcomes in the blended teaching mode by utilizing Microsoft Excel and SPSS.20 statistic software. The result shows that the number of course login, the quantity and the quality of forum replies, the number of note submission, the quality of the notes, the average score of vocabulary tests, the number of the times of taking listening tests and the average score of listening tests are all significantly and positively correlated with students’ learning outcomes, while the study does not find a correlation between students’ learning outcomes and the number of the times of taking vocabulary tests, the total length of online learning and the length of video viewing. Based on the study results, implications are put forward to give reference for the teaching design and the management of the foreign language blended courses.
文摘The integration of digital teaching resources in higher education has become increasingly prevalent,offering transformative potential for teaching and learning.This study employed a mixed-methods approach to investigate the application and impact of digital resources on learning outcomes within higher education settings.Quantitative data from surveys indicated a positive correlation between digital resource usage and learning motivation,with students demonstrating higher knowledge retention and engagement levels.Qualitative interviews highlighted themes such as personalization,engagement,and the challenges of the digital divide and professional development needs.The research underscores the importance of strategic integration,equitable access,and ongoing support for educators and students.Recommendations for higher education institutions and policy makers include improving digital access,fostering a culture of innovation,and providing professional development opportunities.The study also identifies areas for future research,such as the long-term impact of digital resources and the potential of emerging technologies.
文摘This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.
基金Guangdong Provincial Education Science Planning Project:Strategic Research on the Implementation Path of“Optimizing the Positioning of Vocational Education Types”in Guangdong Province in the New Era(2023GXJK738)Research and Practice Project on Education and Teaching Reform:Exploration of Collaborative Innovation and Development of Curriculum,Resources,and Textbooks in Higher Vocational Colleges。
文摘The recognition and transformation of learning outcomes is a key step in building a lifelong learning pathway to meet the personalized and diverse learning and development needs of individuals.In response to the problems of incomplete systems,complex processes,and inadequate quality monitoring in the recognition and conversion of learning outcomes at Guangdong Polytechnic of Science and Technology,suggestions are proposed to optimize management methods,standardize the process of recognition and conversion of learning outcomes,build an information platform for recognition and conversion of learning outcomes,and rely on vocational education groups to continuously standardize and orderly carry out recognition and conversion of learning outcomes.
基金supported by the 2024“Special Research Project on the Application of Artificial Intelligence in Empowering Teaching and Education”of Zhejiang Province Association of Higher Education(KT2024165).
文摘While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated the impact of a blended teaching model incorporating AI tools on the Superstar Learning Platform for Chinese university EFL students.Using a mixed-methods approach,60 first-year students were randomized into an experimental group(using the AI-enhanced model)and a control group(traditional instruction)for 16 weeks.Data included test scores,learning behaviors(duration,task completion),satisfaction surveys,and interviews.Results showed the experimental group significantly outperformed the control group on post-tests and achieved larger learning gains.These students also demonstrated greater engagement through longer study times and higher task completion rates,and reported significantly higher satisfaction.Interviews confirmed these findings,with students attributing benefits to the model’s personalized guidance,structured content presentation(knowledge graphs),immediate responses,flexibility,and varied interaction methods.However,limitations were noted,including areas where the platform’s AI could be improved(e.g.,for assessing speaking/translation)and ongoing challenges with student self-discipline.The study concludes that this AI-enhanced blended model significantly improved student performance,engagement,and satisfaction in this EFL context.The findings offer practical insights for educators and platform developers,suggesting AI integration holds significant potential while highlighting areas for refinement.
