With the continuous advancement of college English teaching reform, teaching quality is one of the most crucial parts of reform. The traditional teaching quality evaluation system has simple indexes, limited subjects, imperfect evaluation mechanism and delayed feedback, which cannot keep up with the process of college English teaching reform. With the extensive application of artificial intelligence, this paper applies GA-BP neural network to college English teaching quality evaluation. This paper discusses the application of artificial neural network technology in college English teaching quality evaluation, establishes an intelligent model of college English teaching quality evaluation based on GA-BP neural network, and realizes the accurate prediction between teaching factors and teaching quality through experiments, which helps analyze and extract effective factors affecting teaching quality and to improve the validity and accuracy of college English teaching quality evaluation.
The boom of 4.0 technology has changed the educational perspective of the world in general and Vietnam in particular. Advanced technologies will be applied to teaching, making school experiences more diverse and meeting the development requirements of the times. Education is developed as an ecosystem, where all elements are linked together through cyberspace and cloud computing. Online courses have become popular and increasingly asserted their role in modern education when satisfying a wide range of learners, saving costs and especially eliminating geographical distance barriers. Vietnam is one of the Asian countries strongly developing online training. In 2017, according to statistics from University World News, Asia is the world's second largest market for online training and Vietnam ranks in the top 10 Asian countries developing this field. In terms of direction from the Ministry of Education and Training of Vietnam, universities need to play a key part in the implementation and development of online training. However, after a period of organizing online teaching, universities admit that apart from the benefits, online education has negative effects on learners. In this study, the writer studies a negative effect that is the decline in soft skills of learners.
The application prospect of education in the metaverse during the COVID-19 epidemic is a vital research topic. This paper focuses on analyzing the dilemmas in the development of contemporary education and the underlying technical features of the metaverse. By analyzing the feasibility of integrating the metaverse with education, this paper tries to explore the application prospect of innovative integration of metaverse and education. Therefore, this paper concludes that the education in metaverse can not only make up for the shortcomings of face-to-face teaching, but also break through the current development bottleneck of online education, balance educational resources, promote education equity, and thus maintain fairness and justice of the whole society.
The "online+offline" hybrid teaching mode is a new teaching mode that gives rise to the highly developed scientific and technological level of information and networking in the era. It breaks the time and space constraints in traditional teaching, makes learning forms more diverse, and makes students truly the main body of the classroom. Through the continuous tracking before, during and after class, teachers make students shift from the traditional teaching goal of skill learning in the art classroom to the subject development of improving students' comprehensive art literacy.
This paper radically analyzes the college English teaching model under converged mobile learning. Firstly, it introduces the connotation and value of converged mobile learning, and affirms the role of converged mobile learning in scene creation and teaching quality improvement. Subsequently, it analyzes the existing state of the development of converged mobile learning in college English teaching, and on this basis, it proposes the college English teaching model under converged mobile learning, which includes the mobile teaching model based on scene creation, the task teaching model based on autonomous exploration, feedback teaching model based on classroom evaluation and the group teaching model based on cooperative learning. Preface The instant development of information technology has spawned more new generation electronic products, and with the increasing number of intelligent terminal products and the deepening reform of college education model, college English teaching with mobile learning as the main model has emerged. With the advantages of strong interactivity and mobility of smart terminal products, it can broaden students’ horizons, innovate the college English teaching model, break the limitation of time and space, so as to effectively stimulate students’ interest in learning, and improve the quality of college English teaching. How to carry out efficient college English teaching with the help of mobile learning is a key concern under the current education system reform.
Since the global outbreak of COVID-19, the traditional face-to-face classes in colleges have been seriously challenged, and the discussion about the function and application prospects of the educational metaverse has become a hot topic. Some scholars have analyzed and predicted the use of metaverse in the field of education, covering various aspects of basic education, inclusive education, vocational education, and lifelong education. However, the higher education stage has been little studied. In order to rationalize as much as possible the real problems faced in the current educational metaverse, and in the absence of sufficient reference materials, this paper composes the concept and development of educational metaverse through literature analysis and theoretical research, defines the characteristics and current patterns of educational metaverse, analyzes four application scenarios of educational metaverse in colleges, such as contextualized learning, personalized learning, gamified learning , teacher training, and finally reveals the inner mechanism of metaverse empowering college teaching from three aspects: the embodiment, immersion, and concretization of educational metaverse. The paper shows a new progress and blueprint for the development of information technology in college education, hoping to contribute to the development of the education meta-universe and to provide some materials for later researchers' research and practice concerning college education.
With the wide application of video social media such as Tiktok and Station B, significant changes have occurred in how graduate students learn. Social media, with its rich curriculum supply and social attributes, makes it possible to solve the problems of high speed, severe high difficulty, firm theory, and poor learning effect of postgraduate curriculum learning. This research adopts the grounded theory method and uses NVivo12 qualitative analysis tools to assist in three-level coding to explore social media's supporting role and mechanism for postgraduate curriculum learning. The research found that social media curriculum learning has the advantages of individuality, diversity, freedom, convenience, and enjoyment, creating a new learning space for learners; Establishing a mechanism model of "motivation - media - effectiveness," which provides emotional support, knowledge deepening and intention strengthening; At the same time, however, the course supply of social media also has some problems such as fragmentation of content and information cocoon room, which have some adverse effects. Therefore, in postgraduate course learning, it is necessary to reasonably use social media and other emerging platforms for assisted learning to achieve better learning results.
This paper focuses on the modulation curriculum of smart retail services to mitigate the difference between theory and application. Based on the IPO [4] and the ADDIE [2] methods, paired-sample t-tests, and multiple regression analysis were performed on the questionnaires collected before and after the course. The modulation course aims to reduce the difference between theory and application, leading students to seek more professional knowledge. This study found two conclusions: first, students must have a driven and a thirst for knowledge to eliminate differences between theory and application; second, internship work promotes students' learning.
Classroom learning behavior is an important factor affecting students' classroom learning effectiveness. Analyzing students' classroom behavior and exploring its influence on learning effectiveness can provide an important basis for classroom teaching evaluation and form effective feedback information and teaching guidance. Traditional observation of students' classroom behavior is often recorded and marked manually by teachers, which is labor-intensive, subjective and inaccurate. Artificial intelligence computer vision technology brings the possibility of automated annotation of students' classroom behaviors. In this paper, artificial intelligence computer vision recognition technology is applied to the traditional observation of students' classroom behaviors. The classroom learning behaviors of 25 students in a class at a university are used as research samples to test their learning effects, and then deep learning computer vision technology is used to automatically label each classroom learning behavior of different students, and correlation analysis and regression analysis are used to explore the relationship between different classroom learning behaviors and learning effects. It was found that 1) positive learning behaviors have a positive impact on the learning effect and help to improve the classroom learning effect, while negative learning behaviors have a negative impact on the learning effect, 2) note-taking behavior has a more obvious effect on the learning effect than listening to the lecture, and looking at the phone is more likely to significantly reduce the learning effect of students than drifting off. In response to the results, this paper puts forward corresponding improvement measures and suggestions. From the perspectives of both students and teachers, so as to improve students' classroom learning effect, this paper provides an important basis and reference suggestions for classroom teaching evaluation and students' classroom behavior analysis.
This paper explores the pedagogical approaches teachers employ and the strategies that school leaders implement to promote the use of an Adaptive Learning Platform (ALP) in a high school in Hong Kong. It assesses how such an AI-powered platform can support teachers in enhancing student engagement and learning outcomes. The study employs a case study methodology to identify the factors influencing the incorporation of ALP. Qualitative data were collected through teacher interviews, and an in-depth analysis was carried out to identify effective pedagogies and strategies for implementing adaptive learning. The findings of this study underscore the significance of supportive school leadership that encourages teachers to embrace ALP as a tool for promoting student learning. Additionally, effective implementation of ALP necessitates a shift in pedagogical practices from traditional teacher-centred approaches to more student-centred strategies. The study concludes that the integration of ALP into teaching practices can boost student engagement and elevate the quality of learning outcomes. In summary, this research contributes to understanding the successful implementation of ALP in high schools, emphasising the critical roles of school leadership support and the adoption of student-centred pedagogies. The findings provide valuable insights for educators, administrators, and policymakers interested in utilising ALP to improve student learning outcomes.
Aesthetic education is an important part of higher education and has received widespread attention worldwide. In the field of online aesthetic education, it is a worthy subject to study what actions have been taken by high level Chinese universities during COVID-19 and what they reveal about teaching and learning after the epidemic. This paper takes Beijing University, Tsinghua University, Central Academy of Fine Arts and China Academy of Art as samples, by analyzing the data generated by their online aesthetic education on three mainstream platforms: the Smart Education of China Higher Education (SECHE), Bilibili, and WeChat, the actions taken by the four universities and the insights they brought are depicted. We believe that the exploration of online aesthetic education conducted by four high-level universities in China during the COVID-19 period is leading and useful for other institutions; Comprehensive universities are better suited to offer generalist aesthetic education courses implemented in the form of MOOCs;Professional art universities are better suited to provide aesthetic education with distinctive characteristics and goals on an unofficial, small-scale platform.
It has become a focus and hot issue in the teaching and research of application-oriented universities to construct an effective mode of cultivating the ability of application-oriented talents and train the high-quality talents needed by The Times. Taking the logistics management major of applied universities as an example, this paper puts forward the basic reform ideas for the practice and research of the training of applied talents. From the input and output process of ability training, ability framework and curriculum system, an application-oriented talent training system based on ability maturity is constructed. In order to verify the applicability and scientificity of the talent training system, an application-oriented talent ability evaluation system based on the capability maturity model is constructed, and the weight of the corresponding ability is determined by the combination of analytic hierarchy process and particle swarm analysis, and the key areas of talent training are further defined. Finally, this paper investigates the current undergraduate training results by using the capability maturity model, and proposes measures to improve the quality of applied talents training according to the empirical research results.
Augmented Reality (AR) technology is rapidly growing in recent years. AR hardware, software, and devices have become more general, accessible, and attractive for users. Therefore, many developers are researching the way to effective methods to be developed in the AR field. In this survey paper, we researched advanced technologies to improve AR games, applications, and training. With advanced hardware and software development tools. We introduce advanced software with hardware development tools for AR, flowcharts of advanced AR development, and details of AR hardware with functionality, for AR applications, games, and training.
Game-based learning is considered to be an effective way to enhance students' learning participation and has been applied to various learning contexts since its birth. Nowadays, it is getting more popular due to the increasingly advanced application technology and the prevalence of COVID-19 requiring more students to study online. In different countries and regions, a lot of researches have been done on game-based learning for different age groups. However, few studies have focused on how game-based learning online affects college EFL learners' learning effectiveness and learning engagement. This study investigated how Quizizz (a game-based learning application online ) affects college EFL learners' learning effectiveness and learning engagement. This study adopts an explanatory design as a mixed approach, involving a college English teacher and 20 EFL learners from a public comprehensive university in Zhejiang Province, China. Students' test grades (before and after intervention) and semi-structured interviews were collected as the data. According to the quantitative and qualitative data, it was found that Quizizz motivated students' higher learning effectiveness and better learning engagement. Therefore, the game-based learning application Quizizz is worth implementing in EFL contexts for better learning participation and effectiveness.
With the impact of the COVID-19, online education is more and more mentioned and concerned. Online education is getting more and more popular due to its advantages of breaking through the limitations of field and time, fully and effectively allocating educational resources ,promoting the diversification of teaching and so on.However, it is still necessary to note that there are also challenges in the further development of online education, such as the digital gap between rural and urban areas may deepen the inequity of education, some courses are not suitable for online education, the teaching effect of online education is difficult to evaluate and measure, and online education has higher requirements for students' autonomy.In order to meet the challenges and promote the long-term development of online education, it is necessary to closely combine online education with offline practice, establish and improve online education related rules and regulations, increase investment in education resources, further narrow the gap between urban and rural areas, attach importance to and strengthen ideological and political education in online education, and focus on online education skills training for teachers.
Teaching methodology during the pandemic and its aftermath has recorded a steep rise in the use of innovative online teaching techniques by teachers at individual and group level. This study examines how incorporating new teaching pedagogy has equipped teachers in rural areas of higher education institutions with digital abilities to provide students with value-based and skill-based learning. The objective of this study is to explore and understand the concepts and pedagogical innovations of online teaching. It aims to identify the challenges involved in online teaching faced by the rural college teachers in India and recommend solutions to overcome these challenges. The role of the teachers can effectively be categorized as pedagogical practices, social balancing, managerial efficiency, and technical know-how. The now prevalent online studies widened the gap between rural and urban institutions. The paper discusses the expected models of online teaching as advised by the UGC guidelines and the existing scenario in rural areas. A blended mode was now the new mode of teaching and learning. The educators especially in the rural areas had to face multiple challenges. In this study, a quantitative cum sample survey method is applied. For data collecting, it makes use of both primary and secondary sources. A set of research questions was formulated to collect and analyze the challenges of rural educators based on infrastructure and administration, online teaching skills, evaluation, development of skills and motivation, the personal preferences of educators, and a few suggestions by them. The immense potentiality of online education was upheld during the pandemic and digital education was included in the NEP 2020 curriculum. Online Teaching platforms and tools that could help educators to enhance online teaching forward, incentives and various training programs for the educators were discussed.
In the context of continuous integration of information technology and subject education, more and more educators consider combining VR technology with actual education teaching, and desktop VR technology provides fresh vitality for education teaching as an emerging technology. In junior high school biology experimental teaching, there are problems such as some experimental materials are not easy to obtain, resulting in less-than-ideal experimental effects. Therefore, how to apply desktop VR in junior high school biology laboratory teaching and whether integrating desktop VR into junior high school biology laboratory teaching can help students better master biology knowledge? In this study, the tower of Dell's experience theory is used as the theoretical basis for model construction. Based on the ARCS learning motivation model and the features of desktop VR, a model of junior high school biology laboratory class teaching based on desktop VR is explored. In this study, taking a middle school in China as an example, classes with similar grades were selected as the experimental class and the control class, each with 50 students, and the lesson of middle school biology "Observe the results of flowers" was used as an example for teaching practice. The control class was taught using traditional teaching methods, and the experimental class was taught using the teaching model of middle school biology laboratory class based on desktop VR, and a paper-and-pencil quiz, the Amabile et al. The experimental data were collected in the form of paper-and-pencil tests, learning motivation scales, etc. The statistical analysis of the data led to the conclusion that the model can promote students' learning effectiveness and have different degrees of improvement on students' learning motivation, thus verifying the effectiveness of the desktop VR-based junior high school biology laboratory class teaching model.
Although distance education during COVID-19 has brought challenges to instructors and students across the globe, the extant literature indicates that online education has presented particular challenges to social work education. In this study, we examined whether there is a gap in satisfaction with online learning between social work students and non–social work students and whether an interaction mediates the relationship between a student's major and satisfaction with online learning. We analyzed data from 269 undergraduate-level students who completed an online survey in a public university in China during the COVID-19 pandemic by conducting independent-samples t tests and mediation analyses. The results revealed that social work students felt less satisfied with online learning than their counterparts with other majors, such as law, museology, and electronic and information engineering. The empirical findings showed that learner–content interaction (LCI), rather than learner–instructor interaction (LII) and learner–learner interaction (LLI), fully mediated the association between student major and online learning satisfaction. Because most social work courses focus on interaction and practice components, educators who intend to promote social work students’ satisfaction with online learning should give priority to integrating practice elements into online courses and motivating students’ interest in studying online.
Abstract: This course is a compulsory basic education course for students majoring in computer science and technology (normal class), It is very important to cultivate middle school information technology teachers with information teaching ability. In view of the main pain point problems in the teaching process, such as students 'insufficient cognition of teachers' role, difficulty in active construction and poor information-based teaching ability. In the teaching process, we create a two-role classroom with students as the main body, on the basis of integrating the new content, the course content is the "total-score-total" large unit reorganization, and the teaching process is gradually promoted through the big task design. In the process of teaching implementation, the intelligent classroom teaching mode integrating online and offline teaching is adopted to give full play to the main position of students and achieve the goal of education from the perspective of information technology.
