Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China

Yi, Suping; Yun, Ruwei; Duan, Ximin; Yefeng, LU

doi:10.1177/0047239521988999

Cited by 14 publications

(10 citation statements)

References 45 publications

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“…Umida et al [22] pointed out that the interaction between teachers and students was chaotic and students were in a passive position in the traditional classroom. Suping et al [23] proposed that interaction in traditional classroom generally characterized by massive teacher-student interaction, lack of emotional interaction, insufficient interaction, and normally one-way interaction of "one-way obedience". In the traditional classroom environment, most teachers played the role of "indoctrination", where students passively received knowledge.…”

Section: Research Status Of Classroom Interactionmentioning

confidence: 99%

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

Shi

et al. 2022

Sustainability

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Interaction in the classroom plays the key role for cultivating students’ 21st century skills. Insufficient breadth of interaction, uneven interaction opportunities, and chaotic interaction existed in many classrooms. With the integration of technology into education, many smart classrooms were built, with one of the aims being to promote interaction. However, the differences of interaction behaviors and engagement in a smart class versus a traditional class could rarely be found in literature, especially with the same teacher lecturing in both classes. In this study, a quasi-experiment was conducted by one experienced English teacher lecturing in a smart classroom with students and a traditional classroom with students for one semester. Research data were obtained by coding the 8 class videos with the proposed “Classroom Interaction Analysis Framework” and the adapted engagement questionnaire, and the data were analyzed using SPSS 24. Results showed that there were no significant differences in either interpersonal interaction or human–technology interaction; however students experienced significantly more engagement in the smart classroom. The reasons were analyzed and interaction patterns in smart classroom were discussed. Finally, a smart classroom interaction model was proposed to promote classroom interaction by considering the interplay of pedagogy, space, and technology.

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Section: Research Status Of Classroom Interactionmentioning

confidence: 99%

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

Shi

et al. 2022

Sustainability

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“…It comes with interactive whiteboards, wireless internet, and other smart terminals (Saini & Goel, 2019). The application of these types of equipment contributes to the presentation of teaching content (Manny-Ikan et al, 2011), the access to learning resources (Yi et al, 2021), the interaction among teachers and students (Zhan et al, 2021). Smart classroom environments change the classroom learning atmosphere (Shen et al, 2020), enhance students' collaborative learning (MacLeod et al, 2018).…”

Section: Smart Classroom Environmentmentioning

confidence: 99%

Predicting Key Factors Affecting Secondary School Students’ Computational Thinking Skills Under the Smart Classroom Environment: Evidence From the Science Course

Xing

2022

JBSE

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The main purpose of this research was to explore the key factors influencing secondary school students’ computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students’ computational thinking skills. Furthermore, there are indirect effects between students’ attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students’ computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics. Keywords: computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, smart classroom, secondary school students.

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“…The role of students is “acting” mainly to complete autonomous learning, ask questions, and share results. Then, the teachers and students are evaluated in the cloud intelligent classrooms, fully highlighting the central position of students (Wu et al, 2019 ; Johnson et al, 2021 ; Yi et al, 2021 ). The teaching model based on cloud intelligent classrooms is shown in Figure 2 .…”

Section: Relevant Theoriesmentioning

confidence: 99%

Applying the Cloud Intelligent Classroom to the Music Curriculum Design of the Mental Health Education

Liang

2021

Front. Psychol.

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The cloud intelligent classroom, supported by modern technologies, is the main trend of curriculum design in the future. The purpose of this study is to explore the promotion and integration between digital technology and the curriculum design of mental health education in colleges and universities and realize their real value. First, the overall idea and practical value of the study are clarified after the relevant literature is reviewed. Second, the setting, the teaching methods, and the ideas of the cloud classrooms based on digital technology are elaborated in detail. Then, the final effect of mental health education in cloud intelligent classrooms is demonstrated and summarized after the teaching practice, a questionnaire survey, and the expert assessment. Finally, the research conclusions are drawn and the suggestions for constructing the cloud intelligent classrooms of mental health education are proposed based on the practice and surveys. The research is based on the reality of mental health education in colleges and universities, rational thinking, and action. While updating the means and methods of the curriculum design of the mental health education in the high school, it expands the connotation of cloud intelligent classroom and pursues the unity of “form” and “content.” The cloud intelligent classroom helps to improve the teaching quality of mental health education for the music majors in colleges and universities in the short term. Cloud intelligent classrooms can also help to achieve the curriculum design and teaching objectives.

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Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China

Cited by 14 publications

References 45 publications

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

Predicting Key Factors Affecting Secondary School Students’ Computational Thinking Skills Under the Smart Classroom Environment: Evidence From the Science Course

Applying the Cloud Intelligent Classroom to the Music Curriculum Design of the Mental Health Education

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