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An Empirical Analysis of Social Interaction in Online Teaching in Open Universities Based on Flipped Classroom As a teaching model, flipped classroom can stimulate students' learning interests and promote students' positive social interactions. As an adult university relying on information technology to carry out online teaching, open universities need to pay attention to the online learning quality of adult students. This study attempts to apply the concept of flipped classroom to online teaching in open universities. While exploring the feasibility of the online flipped classroom teaching model, it adopts an equal group experiment method, content analysis method, and social network analysis method to compare the social interaction level difference between online teaching based on flipped classroom and conventional online teaching. The results show that online flipped classroom has a positive and significant impact on student's cognitive processing level and knowledge construction level and can promote groups to form complex knowledge network forms. This shows that network teaching based on flipped classroom can exercise students' high-order thinking ability, enhance students' cooperative consciousness and behavior, and stimulate students' subjectivity in learning. The purpose of this study is to provide references for promoting interactive behavior and quality in online teaching.
Factors Affecting Student Engagement in Online Teaching and Learning : A Qualitative Case Study Students' engagement is a decisive prerequisite for effective teaching and learning. Yet, the discussion on students' engagement in online teaching and learning is still limited. In this study, we explore online lecturers' perceptions of factors affecting student engagement in online teaching and learning offered at Musamus University, Indonesia. To reach this objective, we employed a qualitative case study using in-depth interviews with 10 online lecturers. Obtained data were thematically analyzed. Results of data analysis revealed that students' lack of access to a personal computer or smartphone, as well as the internet, were found to be the most significant factors affecting their engagement in online teaching and learning, followed by their poor learning habits, lack of technology skills, and unfamiliarity with technology. Results of this study are crucial for the online lecturers to be more aware of the level of students' access to a personal computer or smartphones and the internet, as well as incoming students' digital skills and learning habits. Given that improving students' engagement is not only the responsibility of online lecturers, university leaders, as the top administrators, should genuinely consider providing teaching and learning facilities, including computers and internet connection, for students in need.
The Human Factor : The Promise & Limits of Online Education
The Impact of Online STEM Teaching and Learning During COVID-19 on Underrepresented Students' Self-Efficacy and Motivation Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these students develop strong self-efficacy and motivation in STEM during the college years is key to addressing the "leaky" STEM pipeline. To determine whether the rapid shift to online teaching and learning during the COVID-19 pandemic exacerbated or mitigated inequities for college-level STEM students, we examined correlations between demographic and sociocultural factors and students' self-assessments on indicators of self-efficacy and motivation. Our findings suggest that students from underrepresented groups were differentially negatively impacted by the shift to online teaching and learning, particularly with regard to access to study spaces, the internet, and peers. However, we found that the loss of traditional laboratories was not particularly impactful on any students' motivation or self-efficacy, regardless of a course's levels of dependence on such labs, as students were generally more impacted by concerns about family members' health and loss of social and structural supports than academic experiences. We discuss these results in light of psychosocial theory and suggest pedagogical and structural changes that can support more equitable outcomes in online and in-person college-level STEM education.
Learning from Pandemic Mode to Create a Sustainable Digital Future : Using a Tripartite Model of Information Access and Digital Inclusion
Online Teaching, Student Success, and Retention in Political Science Courses The face of higher education is changing. One major trend is the fact that students are taking an increasing proportion of their courses online. That is, a growing number of students at not-for-profit private and public colleges and universities are taking some of their course work online and completing other parts in face-to-face courses. What impact does this mix of online and in-person course modalities have on student success? We answer this question by looking at political science majors at a large public university in the USA, taking into account demographics, achievement, and the mix of course modalities the students take (n = 1173). Through descriptive statistics, regression analysis, and predicted probabilities, we analyze how the mix of course modalities students enroll in impacts student success and retention. Results indicate that the success of all students declines as they take a greater proportion of their course load online. As universities seek to address this trend in higher education, they need to be particularly sensitive to ways to increase the success of online learners. Considering the needs of online learners is particularly relevant in the wake of the COVID-19 pandemic, which has prompted the shift to online education across the USA and elsewhere, a trend that is likely to continue in the future.
Optimization of the Online Teaching System Based on Streaming Media Network and related network technology limit the traditional online teaching activities, making teaching activities only limited to asynchronous teaching, limiting the advantages of real-time, interactive, and vivid online teaching. As a new online teaching network technology, streaming media technology can realize flexible and efficient two-way communication between teachers and students, simulate virtual face-to-face teaching environment, and produce enough emotional resonance for both sides in the corresponding time and space. In view of the poor communication quality and flexibility of current streaming media technology, this paper will build a selective streaming media online teaching architecture based on animation media service platform. The system innovatively uses DXSDK filtering technology to realize real-time audio acquisition and filtering processing and solves the communication quality problem of streaming media online teaching. Aiming at the flexibility of streaming media online teaching, the system adds online auxiliary teaching function, which can realize online text communication, file information management, and learning tracking interaction between teaching and learning. The experimental part is applied to the online teaching activities of a training institution. From the experimental results, the stability and flexibility of the system are greatly improved within a certain range of users, which has obvious practical value. It has high stability and application value.
Questioning Assumptions About Online Tutoring : A Mixed-Method Study of Face-to-Face and Synchronous Online Writing Center Tutorials