Research and application of online SPOC teaching mode in analog circuit course

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

With the development of information technology and the advent of Massive Open Online Course (MOOC) and Small Private Online Course (SPOC), various online courses which include a lot of new resources and new teaching methods have appeared. The application of advanced teaching resources and educational concepts can improve students' learning experiences. This paper proposes a hybrid closed-loop teaching model of analog circuit SPOC based on online live. The course design is centered on the improvement of students' abilities. An online course resources construction mode of self-built platform with excellent courses introduction is expounded. It enriches the number of online course resources and increases the forms of resource expression. In teaching design, here present the target classification method based on Bloom, the indicators of the Bloom model corresponding to the knowledge, process arrangement, and tests of analog circuits. It also discusses the rules and presentation methods of learning goals, and online experiment teaching based on simulation. Taking the analog circuit course as an example, the implementation methods of resource construction, goal setting, live class schedule, PBL summary, course test, experimental teaching are described. Finally, it summarizes the methods of teaching data collection and the idea of optimizing teaching design applying feedback data. The current data shows that online SPOC teaching mode is conducive to improving students' interest in learning and cultivating their comprehensive ability.

Related collections

Most cited references 18

Record: found
Abstract: found
Article: not found

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

Leslie Day (2018)

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.