An online course mode based on microlecture videos: Using CAD geometric modeling course as an example

Liu, Hao; Xu, Shuhao; Liu, Shenglan

doi:10.1002/cae.22386

Cited by 13 publications

(12 citation statements)

References 24 publications

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“…CAD courses often have a large share of computer demonstrations and computer exercises, and not so many theoretical lectures. With a good adaption to online teaching, CAD can be taught with greater success online than onsite [11,12]. Collaboration via Zoom or the equivalent is often seen as a good way of sharing knowledge [13].…”

Section: Introductionmentioning

confidence: 99%

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

Dagman

Wärmefjord

2022

Education Sciences

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The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.

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Section: Introductionmentioning

confidence: 99%

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

Dagman

Wärmefjord

2022

Education Sciences

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“…When discussing "adaptive" and "computer programming learning" in the literature, most of them talk about an adaptive web-based system or an adaptive e-learning platform for learning programming (Chatzopoulou and Economides, 2010;Troussas et al, 2021). Although we can find relevant papers by searching with "flipped learning" and "adaptability" as keywords, they also talk about the use of adaptive platforms to assist students in studying off class (Fang et al, 2019;Kaw et al, 2019;Clark and Kaw, 2020;Louhab et al, 2020;Mojtahedi et al, 2020;Hsieh et al, 2021;Liu et al, 2021).…”

Section: Adaptive Instructionmentioning

confidence: 99%

“…Six of these papers mainly study flipped learning (Louhab et al, 2018;Rodriguez et al, 2018;Lamia et al, 2019;van Leeuwen, 2019;Janson et al, 2020;Ranellucci et al, 2021), and one is about adaptive learning (Alwadei et al, 2020). Among the 10 papers on these two topics (flipped and adaptive), three are reviews or discourse analysis papers (Chi et al, 2018;Narang et al, 2018;Smale-Jacobse et al, 2019), and seven focus on the topic of flipped teaching combined with adaptive e-learning platforms (Fang et al, 2019;Kaw et al, 2019;Clark and Kaw, 2020;Louhab et al, 2020;Mojtahedi et al, 2020;Hsieh et al, 2021;Liu et al, 2021). There is almost no research in the literature on the combination of flipped learning and adaptive teaching in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Chen

Hsu

2022

Front. Psychol.

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Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

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“…However, online teaching continues to face drawbacks, such as fewer learning regulation, fewer interactions and a worse teaching atmosphere; many people find it difficult to provide online education of the same quality as face-to-face classrooms ( 13 ). Flipped classrooms refer to the transformation from a teacher-centered teaching mode to student-centered teaching mode, that is to subvert the traditional classroom teaching model.…”

Section: Introductionmentioning

confidence: 99%

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

Sun

Wang

et al. 2022

Front. Public Health

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With the outbreak of COVID-19 and the development of online teaching, the online flipping teaching mode has attracted increasing attention. Systematic analysis of the research status and development trend of the flipped classrooms is significant for guiding the improvement of the quality of online flipped teaching. This study used the metrology software CiteSpace to draw a scientific knowledge map of relevant research in the web of science database from 2013 to 2021. It performed visual analysis of research authors, research institutions and countries, keyword clustering, keywords co-occurrence, and keyword time zone distribution. The results showed that: (1) The flipped classrooms research has attracted increasing attention from the social and educational circles, however, the relationship between relevant research authors, institutions, and countries is not close enough, and there is little cooperation. We need to strengthen cooperation further and realize the sharing of high-quality resources; (2) Based on keyword co-occurrence cluster analysis, this study identified three hot topics, namely, preparation before class, classroom activities and consolidation after class; (3) According to the keyword time zone map, this study divided three frontier evolution trends: exploration period, adaptation period, and growth period; (4) Finally, with the spread of novel coronavirus, it is suggested to promote the online flipped classroom teaching mode, and put forward reasonable suggestions from the perspective of teachers, students and researchers, and look forward to the future digital development direction of the flipped classroom.

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An online course mode based on microlecture videos: Using CAD geometric modeling course as an example

Cited by 13 publications

References 24 publications

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

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