The International Comparison and Trend Analysis of the Development of MOOCs in Higher Education

Zheng, Qinhua; Chen, Li; Burgos, Daniel

doi:10.1007/978-981-10-6586-6_1

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…Students can break the restrict of time and space, utilize resources learning resources and enjoy knowledge sharing from all over the world. However, Professor Cheng Jiangang [3] believes that although MOOC courses are of high quality, MOOC is still only the opening of courses rather than the opening of education. For example, the teacher cannot answer questions for the students in time during the learning process, there will be a certain time lag.…”

Section: An Overview Of Spocmentioning

confidence: 99%

Research on Blended Teaching Model of College English Based on SPOC

2023

FER

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In the context of globalization and informatization, college English courses need continuous innovation and reform. Among them, SPOC has attracted much attention because of its efficient use of high-quality MOOC course resources to serve conventional teaching. Combining the features of college English courses, this paper establishes a blended teaching model of college English based on SPOC. This model mainly includes three stages: knowledge transfer before class, knowledge internalization in class, knowledge consolidation after class. For college foreign language learners, this model effectively improves verbal expression ability, cultivates independent learning and cooperative ability, and inspires innovation consciousness, which is worthy of further promotion in college English teaching.

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Section: An Overview Of Spocmentioning

confidence: 99%

Research on Blended Teaching Model of College English Based on SPOC

2023

FER

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“…Seeing this reality, it is clear the teacher must really have superior characteristics so that he will be able to carry out his new mission in the education process. The creation of this superior teacher must be done both when the teacher goes through the teacher education process and when the teacher has carried out his position as an educator [15], [16].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Technological Pedagogical Content Knowledge (TPACK) Capabilities of Prospective Chemistry Teachers on Chemical Bonding Materials

Dwiningsih¹,

Poedjiastoeti²,

Muchlis³

2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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The education of prospective Chemistry teachers is faced with the issue of integration of content knowledge, pedagogy and technology (TPACK / technological pedagogical content knowledge ). Prospective teachers are expected to become teachers who are skilled in teaching effectively, mastering material (Chemistry content) and able to utilize technology for learning. The purpose of this study is to analyze the ability of TPACK prospective Chemistry teachers in Basic Inorganic Chemistry courses. This research is a descriptive study to describe the ability of TPACK prospective chemistry teachers. The subjects of this study are students of Chemistry Education Study Program who took the Basic Inorganic Chemistry Course in the odd semester 2018/2019. The ability of TPACK teacher candidates is obtained by analyzing the CoR instrument and PaPeR.TPACK in this study includes three main components of teacher knowledge, namely content, pedagogy, and technology. Based on the analysis of CoRe and PaPeR, prospective teachers can arrange big ideas to develop teaching materials 3 to 5 big ideas; Chemistry teacher candidates are good at managing teaching time and have good abilities in choosing learning strategies (85%). There are still 77% of prospective teachers showing difficulties in managing class effectively. In the aspect of mastery of content shows that 62% of prospective teachers have mastery of concepts correctly, while 38% have mastery of concepts that are not exhaustive, and there are those that lead to misconceptions. The use of learning resources based on information technology and computers still need to be maximized because it is still limited in type (power point, video, internet), still few use it (32%), as well as the selection of learning resources and media that are less relevant for the achievement of basic competencies. The conclusion is that the ability of TPACK prospective teachers still needs to be improved in several aspects of mastery of content, pedagogics and technology.

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