In order to ensure the smooth development of online teaching of postgraduate courses during the extended opening period, according to the work plan of supervision and information feedback of online teaching of postgraduate courses during the extended opening period in spring 2020 of China Agricultural University, the graduate school organized assistant teachers and information staff of postgraduate courses to give information feedback on the development of online teaching of courses and suggestions of students 。 Now, we will report the information from March 2 to March 22 (three weeks before the class starts) as follows.
1、 Basic information
1. Basic information of postgraduate courses
In the spring semester of 2020, 457 postgraduate courses will be offered, including 289 online teaching courses in the first six weeks, including 146 degree courses and 143 elective courses. During the first three weeks (March 2-22), there are 260 online teaching courses, including 132 degree courses and 128 elective courses.
2. Postgraduate online teaching information feedback
Basic situation
In order to ensure the smooth development of online teaching, the graduate school has set up temporary teaching assistant post for graduate students to assist online teaching, and has equipped 141 online teaching courses with teaching assistants, including 128 in the first three weeks, 313 times of information filling of teaching assistants in the classroom; 66 persons of the joint supervision group have been organized to listen to the guidance, more than 150 times of lectures in the first three weeks, 22 copies of supervision reports have been written, and filled in 36 copies of course supervision evaluation form; organize graduate information staff to collect opinions and suggestions of graduate students on online teaching, fill in 54 copies of information three weeks before the start of the course, and collect nearly 200 opinions and suggestions. In the first three weeks, there are 95 courses with teaching assistants and supervisors, including 76 degree courses and 19 elective courses.
2、 Online teaching of postgraduate courses
Development situation
1. Use of online teaching platform
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Figure 1 use of online teaching platform
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In order to ensure the smooth implementation of online teaching, teachers have developed a number of programs and adopted a variety of online teaching methods and means to carry out online teaching. According to statistics, in the online teaching platform used for teaching, Tencent conference is used the most, accounting for 54.95%; wechat group is used the second, accounting for 36.42%; rain class is used 18.21%.
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Figure 2 use of other online teaching platforms
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It is worth noting that the use of "other" platforms ranks fourth. Through detailed analysis, it is found that Tencent classroom accounts for the highest proportion in "other" platforms, accounting for about 55.3% and zoom for 35.7% in the second place. It can be seen that in addition to Tencent meeting, wechat group and rain class, Tencent class and zoom are also commonly used online teaching platforms for teachers.
2. Teaching method
Figure 3 feedback of online teaching mode
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In class, teachers take a variety of teaching and interaction methods to ensure that the classroom is vivid and efficient. In the surveyed courses, 68.05% of them will give live lectures, 65.5% of them will explain ppt by voice, and 59.11% of them will have voice communication between teachers and students. 52.04% of teachers will randomly select students to answer questions in the course of teaching to improve classroom interaction. 49.85% of teachers will answer questions through wechat group or QQ group.
3. After class arrangement
Figure 4 Teacher's feedback after class
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In the surveyed courses, 63.9% of the teachers will assign the homework to be completed after class, and 57.83% of the teachers will arrange the review of the previous class or the preview of the next class. Only 6.71% of the courses were not arranged after class.
4. Whether network problems affect teaching
Fig. 5 network problems in online teaching
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It can be seen from the classroom feedback that 89.14% of the surveyed courses have no network problems in the course of teaching, and 9.9% have network problems, mainly including intermittent jam, network delay and other problems. Teachers will effectively solve these problems by turning on mobile hotspot or replacing it with other platforms.
3、 Highlights and characteristics of online teaching
1. Highlights and features
According to the frequency of information opinions reflected by graduate students, Figure 6 is generated.
Figure 6 frequency analysis data of highlights and characteristics of online teaching
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From the data collected by the information staff, we can see that the online teaching of postgraduate courses was carried out in an orderly manner and the overall situation of online teaching was good. The specific performance is as follows:
In terms of teaching preparation, teachers have made full and careful preparation for online teaching. Before class, they should share courseware and other learning materials in time. Please help teachers to collect students' opinions and suggestions on the class.
In terms of students' participation in courses, online learning attendance is high, and students report that most courses are free of absence. Be able to interact with teachers and answer questions in class. The homework can be finished on time.
In the aspect of classroom organization, teachers are well organized for online teaching. In the process of teaching, they are conscientious and responsible. They have good interaction with students, rich interaction contents and various ways, which can mobilize the activity of the classroom. After several weeks of teaching, teachers are more and more proficient in online teaching, and students are more receptive to online teaching methods. Students say that courseware can be seen more clearly than offline, it is more convenient to take notes, the enthusiasm of classroom interaction is improved compared with offline, and the course focus is not less than classroom.
In terms of communication after class, teachers can communicate and answer questions with students in time through wechat group and other channels. Students say that the learning effect is very good, and the review function of some platforms is convenient for review.
In the survey, students call their favorite online courses and teachers one after another. The main characteristics of such courses are: rich teaching content and humor; rich examples and strong cutting-edge; rich learning materials; full interaction and active classroom; teachers insist on wearing formal clothes and standing to lecture, which is worth our study; students' PPT and homework comments are careful.
4、 Graduate students' understanding of online teaching
Comments and suggestions
1. Teaching contents and methods
Comments and suggestions
Students are very satisfied with teachers' online teaching. Students' opinions and suggestions on online teaching contents and methods mainly focus on the following 9 aspects:
(1) More recommended learning materials: hope teachers can recommend more basic learning materials and more books and videos related to the course.
(2) Release courseware in advance: release ppt of each course in advance, so as to facilitate preview and note taking.
(3) Add class explanation: hope the teacher can explain more. For the explanation of the concept, I hope the teacher can give more examples to facilitate understanding. Especially for the course with strong theory and logic, it may be difficult for students to understand if there are too few explanations. In addition to the lecture, it is recommended to record the supporting audio material upload platform to help students understand the topic.
(4) Increase effective interaction: teachers are advised to increase effective interaction in the classroom to avoid distraction. In the course of teaching, it is suggested that teachers can make full use of the function of teaching software, and consolidate teaching results by answering questions online and submitting assignments.
(5) Add back view function: it is suggested to adopt the form of "live broadcast + recording broadcast" to facilitate back view learning.
(6) Add blackboard writing: in addition to screen sharing courseware, it is recommended to add blackboard writing.
(7) Pay attention to the setting of platform: the setting time is too short when conducting rain class homework. In the case of not familiar with the operation and network reasons, it is often finished without the time to submit. It is suggested that pre class preview, after class homework and other announcements should be published on one platform to avoid missing.
(8) Add Q & A: it is suggested to add more questions during or after class.
(9) Reasonably arrange homework: it is suggested to arrange more thinking homework in combination with the content and characteristics of the course.
2. For students participating in online teaching
Comments and suggestions
Students' participation in online teaching is generally good, with high attendance rate and active participation in classroom interaction. The opinions and suggestions on students' participation in online teaching are mainly focused on Strengthening Self-discipline and supervision, including: some students have "no listening on line", teachers have no response when asking questions, which affects the overall curriculum progress. Due to lack of supervision in home study and forgetting the course time, some students are late and miss the online check-in.
3. Opinions and suggestions on course management
Students fully recognized the organization of curriculum teaching in schools and colleges during the epidemic, and their opinions and suggestions on curriculum management were mainly reflected in the following five aspects:
(1) Provide convenience for the attendance course: students who want to attend the course are not easy to obtain class information, and it is suggested that the school can take relevant measures to meet the needs of students' attendance course.
(2) Improve the school network teaching platform: many students do not record the learning time after learning, or the learning time is not synchronized, hoping to be improved.
(3) Reasonable arrangement of curriculum schedule: in view of the special period, we hope to be able to reasonably arrange the curriculum schedule with the goal of ensuring the learning quality. For some logical and theoretical courses, we hope to extend the class hours properly; for the courses whose teaching content is easy to understand, we suggest to increase the class frequency appropriately to allow sufficient time for experiments or practice after returning to school.
(4) Reasonable arrangement of class time: according to some students, sometimes the class is arranged too intensively for 4 hours in a row. The class time is too long, and it will be very tired, and the eyes will be very tired, which will affect the learning effect. It is suggested that teachers should set aside rest time or adjust course arrangement, such as reducing the length of a single class and increasing the number of classes.
(5) Set up the proportion of assessment reasonably: it is suggested to improve the proportion of usual score, such as attendance, homework, etc.
4. other opinions and suggestions
(1) It is suggested that tutors should pay more attention to students' course learning. In addition to giving guidance to students in scientific research, it is suggested that tutors should pay more attention to and urge students to learn courses.
(2) Introduction of online teaching platform use guide. Some courses involve group discussion and presentation. It is suggested that the responsible department can also test various functions of different platforms to form an online teaching platform user guide to analyze the functions of different software, and provide the best choice scheme according to the needs of different types of courses, as well as some technical guidance for teachers and students online presentation.
(3) Improve notification efficiency. It is suggested that students should be informed of key points and key assessment links to avoid omission.
THE END
Source: Graduate School / Research Department
Editor: Liu Yanjun, Li Xuedi
Editor in charge: Gu Tianwei
From: China Agricultural University (micro signal: caufrom1905)