Rain Classroom assisted by WeChat for preliminary online physiology teaching during the COVID-19 pandemic

Abstract

Due to the COVID-19 pandemic during spring semester 2020, teachers and students were forced to engage in online instruction. However, there is little evidence on the feasibility of online physiology teaching. This study demonstrated a 3-week preliminary online physiology course based on Rain Classroom assisted by the mobile application WeChat. Eighty-seven nursing undergraduate students attended an online physiology course during the spring semester of the 2019-2020 academic year from March 9 to March 29. We determined the effects of the online physiology learning based on in-class tests, pre-class preparation and review rates for the course materials. We also measured the students' perceptions and attitudes about online learning with a questionnaire survey. Post-test scores from the first week to the third week in online physiology course (7.22 ± 1.83, 7.68 ± 2.09, and 6.21 ± 2.92, respectively) exceeded the pre-test scores (5.32 ± 2.14, 6.26 ± 2.49, and 3.72 ± 2.22, respectively), and this finding was statistically significant (all P < 0.001). Moreover, the pre-test scores were significant positive predictors of final grade (all P < 0.01). In addition, the percentage of pre-class preparation increased in three weeks, from 43.68% to 57.47% to 68.97%. From the first week to the third week, the review rate increased from 86.21% to 91.95%, however the second week was the lowest of all (72.41%). Finally, students' perceptions about their online physiology learning experiences were favorable. In conclusion, online physiology instruction based on Rain Classroom assisted by WeChat was an effective strategy during the COVID-19 pandemic.

Change and challenge: An online course in Medical Biochemistry and Molecular Biology

“…The real‐time interactions that led to the brainstorming of students, potentially stimulating innovation, are well organized into each learning chapter after digital learning. Available technologies such as video conferencing programs, including “Ding Talk,” “WeChat,” and “Voov meeting” are used to facilitate online student–teacher and student–student interactions, while the informationized teaching tools such as “Mosoteach” and “Rain Classroom” are used to facilitate online active learning activities 6,7 . Teaching methods in this section should be fun, engaging, and pedagogically sound to establish an open environment for communication.…”

“…Available technologies such as video conferencing programs, including "Ding Talk," "WeChat," and "Voov meeting" are used to facilitate online student-teacher and student-student interactions, while the informationized teaching tools such as "Mosoteach" and "Rain Classroom" are used to facilitate online active learning activities. 6,7 Teaching methods in this section should be fun, engaging, and pedagogically sound to establish an open environment for communication. Problem-based learning (PBL)/case-based learning (CBL) flip-classrooms can be transitioned online, while peer-assisted learning and group learning are implemented during preparation for discussions.…”

WeChat as a Platform for Blending Problem/Case-Based Learning and Paper Review Method Among Undergraduate Pediatric Orthopaedics Internship: Feasibility and Effectiveness Study

“…Because of its powerful functions including releasing messages in various formats (e.g., texts, videos, voices, and images) to an individual or a speci c group, check-in, punch-in, examination, assessment and interaction, WeChat has become increasingly popular as an interactive communication tool in helping improve the e ciency of medical education in recent years [9][10][11]. But traditional teaching model has a deep-rooted in uence on a majority of faculty, they still adopt teacher-centered, class-oriented didactic lectures and exam-oriented course teaching, which still make students in a passive state of "acceptance" [12].…”

Flipped classroom assisted by Rain Classroom for anatomy practical classes: Challenges and opportunities of anatomy education

“…Therefore, it is desirable to explore new teaching models in the teaching process, such as making better use of information technology to enhance teaching and learning effectiveness. (Feng et al, 2022). Through the Rain Classroom, the teacher's PowerPoint presentations and multiple online teaching resources connected with Rain Classroom can be easily inserted into PowerPoint slides and delivered to students (Feng et al, 2022).…”

“…Through the Rain Classroom, the teacher's PowerPoint presentations and multiple online teaching resources connected with Rain Classroom can be easily inserted into PowerPoint slides and delivered to students (Feng et al, 2022). The Rain Classroom, developed in 2016, has become one of the most popular technology education tools in China and globally after 6 years of development, and more than 10,000 schools worldwide are currently using this application (Yu & Yu, 2019;Feng et al, 2022;Xue et al, 2023). The Rain Classroom The primary objective of this study was to investigate whether a flipped classroom integrating the Rain Classroom could be applied successfully to anatomy practical classes and to determine whether this model could impact students' experience and learning outcomes.…”