TY - GEN
T1 - Research of an online-offline blending teaching model for the post COVID-19 era - Using a C programming language course as an example
AU - Li, Ying
AU - Song, You
AU - Matutu, Simbarashe
AU - Li, Duan
N1 - Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - This paper aims to study the new changes in higher education in the post COVID-19 era and proposed an innovative Online-to-Offline (O2O) blending teaching model, named BOPPPS-SPOC by tracking a C programming language course. BOPPPS-SPOC indicates implementing BOPPPS mode for SPOC (Small Private Online Course). BOPPPS is an acronym for 6 components: Bridge in, Objective, Preassessment, Participatory learning, Post-assessment and Summary and it makes the classroom teaching arrangement more logic and rationality. The new changes are: (1) Teaching Methods: From separated online and offline teaching to an online-offline blending teaching. By adopting the new BOPPPS-SPOC method, the traditional offline and online independent teaching, implemented in a serial way, is optimized into offline and online blending teaching, implemented in a cross-parallel way, and it effectively expand the time and space scope of classroom teaching; (2) Course Evaluation: From single-dimensional evaluation to multi-dimensional evaluation. It focuses on the construction of a fusion evaluation system, mainly including the formative evaluation of teaching process and the sum. Finally, a survey from an authoritative research institution is conducted to 334 universities in China. It shows about 95% of students are able to adapt to an O2O blending teaching.
AB - This paper aims to study the new changes in higher education in the post COVID-19 era and proposed an innovative Online-to-Offline (O2O) blending teaching model, named BOPPPS-SPOC by tracking a C programming language course. BOPPPS-SPOC indicates implementing BOPPPS mode for SPOC (Small Private Online Course). BOPPPS is an acronym for 6 components: Bridge in, Objective, Preassessment, Participatory learning, Post-assessment and Summary and it makes the classroom teaching arrangement more logic and rationality. The new changes are: (1) Teaching Methods: From separated online and offline teaching to an online-offline blending teaching. By adopting the new BOPPPS-SPOC method, the traditional offline and online independent teaching, implemented in a serial way, is optimized into offline and online blending teaching, implemented in a cross-parallel way, and it effectively expand the time and space scope of classroom teaching; (2) Course Evaluation: From single-dimensional evaluation to multi-dimensional evaluation. It focuses on the construction of a fusion evaluation system, mainly including the formative evaluation of teaching process and the sum. Finally, a survey from an authoritative research institution is conducted to 334 universities in China. It shows about 95% of students are able to adapt to an O2O blending teaching.
KW - BOPPPS
KW - Course Evaluation
KW - MOOC
KW - SPOC
KW - the Post COVID-19 Era
UR - https://www.scopus.com/pages/publications/85123825297
U2 - 10.1109/FIE49875.2021.9637321
DO - 10.1109/FIE49875.2021.9637321
M3 - 会议稿件
AN - SCOPUS:85123825297
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Proceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2021 IEEE Frontiers in Education Conference, FIE 2021
Y2 - 13 October 2021 through 16 October 2021
ER -