In April, when Fangfei is drunk, it's mid spring.
Since the school launched online teaching on February 24
It's been more than a month unconsciously
How about online teaching
You can understand the data
01
Overview of online teaching
This semester, Jiangnan University has 3012 classes (excluding internship practice and physical education). At present, 2251 classes have been opened, accounting for 90.3% of the first seven weeks' planned classes (2493 classes), basically achieving "open as much as possible, open as much as possible". In terms of application of online teaching platform, our university mainly relies on wechat, MOOC learning platform of Jiangnan University, Alibaba nail and other platforms to assist teachers in online teaching. By the end of March, our teachers had initiated 18579 lectures in the form of enterprise wechat online meeting, 277889 teachers and students participated in the meeting, the total time of the meeting was 994900 minutes, and the total number of login was 581247. On the MOOC learning platform of Jiangnan University, there are an average of 640 courses and 856 classes every day to carry out teaching activities. Online interaction, sign in, rush to answer and test class activities are 6564 times a day, with class sign in rate of 95% and monthly cumulative visits of 72450662.
Figure 1 main platform for online teaching of courses
(Note: some courses use multiple platforms)
date
2.24-3.27
Daily average operation courses (courses)
Six hundred and forty
Cumulative resource uploads
Fifty-nine thousand and four hundred
Cumulative operation classes
Twenty-eight thousand two hundred and thirty-eight
Cumulative classroom activities (Times)
Two hundred and sixteen thousand six hundred and thirty-three
Accumulated discussion between teachers and students
Sixty-five thousand seven hundred and thirteen
Average class attendance rate (%)
Ninety-five
Accumulated classes signed in
One thousand seven hundred and seventy
Accumulated signed in person times
One hundred and forty-five thousand one hundred and ninety-six
Table 1 operation of MOOC learning platform in Jiangnan University
In terms of online course resource construction, our university has connected with the platforms such as love course (MOOC) and xueyin online, introduced 175 out of school high-quality course resources, authorized 221 in school teachers to edit and apply independently, and 12214 students have joined the course learning. At the same time, a special education reform project (self built online courses) was set up with a construction fund of 1 million yuan, and 50 projects were planned to be funded to encourage teachers to build their own online courses.
Figure 2 construction of online curriculum resources in all departments of our University (super star Fanya)
In terms of curriculum opening to the outside world, the school has launched 32 high-quality online courses and 8 virtual simulation experimental teaching project resources completed by the school's teachers, which are open to the society free of charge, and 73196 learners have joined in the study.
02
Participation in undergraduate online teaching survey
This survey mainly focuses on Teachers' input in teaching, teaching effect, platform teaching experience, as well as students' input in learning, online learning experience, learning effect, evaluation of teachers' online teaching, etc. 856 teachers' questionnaires and 5910 students' questionnaires were collected.
Figure 3 distribution of teachers' participation in online teaching
Figure 4 distribution of students' participation in online teaching survey
03
An analysis of the overall perception of undergraduate online teaching
Undergraduate online teaching from the perspective of Teachers
One In the process of online teaching, teachers in our school attach great importance to the online attendance rate of students. The average attendance rate of students is 97.9%. They attach great importance to the case teaching of online courses and timely feedback on students' learning performance. However, it is generally believed that online teaching has certain difficulties and challenges. The next step is to strengthen the drum of students' independent exploration of new knowledge Excitation and guidance.
Figure 5 teachers' self perception of online teaching behavior
2. Teachers' overall evaluation of students' online learning behavior in the near future
Teachers think that students pay more attention to preview and review online learning in the near future, more than 90% of them can finish and submit their homework on time, but they still need to strengthen their participation in online discussion, self-study on the Internet, ask teachers for advice after class, and actively watch the course replay. More than half of the teachers think that students will not do irrelevant things in the classroom, and their online learning attitude is correct.
Figure 6 teachers' evaluation of students' online learning behavior
3. Teachers' online teaching satisfaction
Teachers are satisfied with students' attitude towards online learning, interaction between teachers and students, achievement of teaching objectives, strength of curriculum support and overall effect, with an overall satisfaction rate of more than 80%. The satisfaction of online teaching network and platform usage is also high, and the dissatisfaction rate is less than 1%.
Figure 7 teachers' online teaching satisfaction
4. Differences between online teaching and traditional teaching
Compared with traditional teaching, more than one third of teachers think that online teaching is more difficult to prepare, design and implement before class, and students' participation in class and interaction between teachers and students are common. The difficulty of classroom management, after class guidance and assessment is similar.
Figure 8 difficulty difference between online and traditional teaching (1)
Figure 9 difficulty difference between online and traditional teaching (2)
Undergraduate online teaching from the perspective of students
1. Students' online learning behavior preferences
From the perspective of students, more than half of the students will not often preview and review, participate in online classroom discussion and consult teachers after class, but will actively use network resources to self-study, often watch online course playback and complete assignments on time. More than half of the students will not do anything unrelated to the course online.
Figure 10 students' online learning behavior preferences
2. Students' overall experience of recent online learning
Half of the students think that online learning can arrange learning time more freely, and can assist learning with rich network resources; however, about one third of the students think that the use of electronic equipment to learn is more tiring, and the lack of effective supervision of home-based learning leads to energy dispersion, and the lack of effective peer communication affects learning results.
Figure 11 students' overall experience of recent online learning
3. Students' evaluation of teachers' online teaching behavior
Students think that teachers pay attention to online attendance in online teaching, can provide diversified learning resources and teaching cases, pay attention to interaction and Q & A, and encourage students to preview in advance and actively construct new knowledge.
Figure 12 students' evaluation of teachers' online teaching
4. Students' satisfaction with recent online learning
Students are very satisfied with the teachers' teaching attitude, teaching content and teaching organization form in the recent online teaching process. They are satisfied with their own online learning status and the overall effect evaluation of online teaching in the near future. They are more satisfied with the network quality and teaching platform.
Figure 13 students' satisfaction with online learning in the near future
5. Online courses that students pay more attention to
According to the survey, the top five online courses that students pay more attention to are higher mathematics (College of Science), College Physics (College of Science), Microbiology (College of student engineering), physical chemistry (School of food), and food analysis (School of food).
Figure 14 online courses that students pay more attention to
Generally speaking, teachers and students in our school have a high degree of investment in online teaching. The organization form, discipline and attendance rate of online classroom are generally better. Teachers and students can use online course resources better, and the overall satisfaction of online teaching is higher. However, because online teaching is a very regular teaching method in a special period, teachers and students have different understandings of course content arrangement, teaching participation form, independent exploration learning and coaching practice, resulting in certain cognitive dislocation and concept difference, which has a small impact on the online teaching effect. Teachers and students in our school have a good experience of the network condition and the use of technology platform in the teaching process, but the long-term face of electronic equipment and the lack of effective peer communication make students feel tired of online teaching. Teachers also tend to return to the traditional classroom or carry out mixed teaching after the formal start of school.
04
The investment and effect of online teaching for Undergraduates
Teachers' input and effect in online teaching
1. Average preparation time of each class in online teaching
More than one-third of teachers in our school spend more than four hours preparing for each class online, and more than 60% of teachers spend between one and four hours, which can be called "one minute on stage and ten years off stage".
Figure 15 preparation time of each class in online teaching
2. Teachers' online teaching interaction
Most teachers adopt a variety of online teaching interaction methods to ensure effective communication with students and master the learning effect of students.
Figure 16 teachers' preferences for online teaching interaction
3. Teachers' overall evaluation of the interaction effect of online teaching in the near future
More than half of the teachers think that the online teaching effect is better, but the teaching effect still has some room to improve.
Figure 17 teachers' feedback on online interaction effect
4. Main problems encountered by teachers in recent online teaching
In the process of online teaching, the most important problem teachers encounter is the lack of in-depth communication and interaction with students brought about by the space-time isolation of the classroom, as well as the impact of technical platform functions on the quality of the course, and the impact of network jam on the course effect.
Figure 18 main problems encountered by teachers in online teaching
Students' online learning input and effect
1. The time that students spend on online learning every day in the near future
The course learning arrangement of our school students is basically based on the normal class hours arrangement. Nearly half of the students spend 4-8 hours in online learning every day, and few students spend less than 4 hours and more than 10 hours in online learning every day.
Figure 19 time spent in online learning
2. Students' feelings on the recent online learning pressure
Online learning is easy to be interfered by the outside world because of the lack of physical learning space and constraints. Therefore, it is necessary to take appropriate online teaching strategies to help students overcome the adverse factors such as low self-control and more interference.
Figure 20 students' feelings of online learning pressure
3. Students' recent online learning interaction
The real-time interactive mode is the main interactive mode adopted by students in our school.
Figure 21 students' online learning interaction
4. Students' recent online learning interaction effect
More than two-thirds of students think that the interaction effect of online learning in the near future is very good or better, which can help and promote learning. There are also very few students think that the interaction effect is not good, which has a bad impact on learning.
Figure 22 recent online learning interaction effect of students
5. Major problems encountered by students in recent online learning
Students think that the main problems of online learning in the near future lie in the lack of energy caused by network jam, insufficient communication with students, and too long learning time. There are not many questions about the depth of teachers' online classroom content, the timely accuracy of online questions answering and other aspects of curriculum quality.
Figure 23 main problems encountered by students in online learning
Generally speaking, the separation of time and space in online teaching makes it more difficult for teachers and students to communicate with each other, which is one of the most important problems in online teaching in our school. Online teaching has brought great pressure on teachers and students. Teachers need to spend more time preparing lessons, and students need to spend a lot of time learning and doing homework through the network platform. Therefore, the network quality and the function of the learning platform have a certain impact on the online teaching quality. In terms of online teaching course interaction, teachers and students tend to choose the mode of course group communication plus voice communication, and the overall effect of classroom interaction is better.
05
Feedback of undergraduate online teaching
Teachers' feedback on Online Teaching
The main problems of teachers' feedback are that they can't effectively grasp the real-time state of students due to the network jam