Article retracted.

Abstract

Abstract-Effective college English learning has long been overwhelmed by the focus on effective teaching in the traditional classroom teaching model. This paper first discusses the essential elements in effective English learning environment, deconstructs and reconstructs college English classroom by integrating Small Private Course (abbreviated as SPOC hereafter), mobile learning and social communication into classroom teaching and learning. It is concluded that the SPOC-based flipped classroom of college English can serve as an effective learning model in teaching and learning practice which has promoted English learning by providing rich resources, environment, flexible time and space. Keywords-SPOC, flipped classroom, college English, effective learning IntroductionIn recent years, college English teaching reform in China has achieved remarkable progress in the studies on what and how to teach.However, it is undeniable that teaching, no matter how important, cannot take the place of learning. The fact that Chinese college students are not competent in English application as a whole proves that the present English teaching has yet to impel effective learning in most of students. Therefore, much more attention should be paid on the issue of what and how to learn to achieve the effective learning of students, thus furthering the present college English teaching reform in China to a new level.In mainland of China, English is not the official language or even the second language. Therefore, English learners lack the environment for English application and classroom teaching, as the main place where students learn English, becomes critically important. However, the current college English teaching is faced with three problems in promoting English learning. Firstly, due to the large scale of college English classes, the traditional classroom teaching cannot support the individualized learning; secondly, the exam-oriented teaching imposes a negative influence on English learning; thirdly, the traditional college English teaching, as teacher-centered and instruction-dominated, cannot integrate the classroom teaching and after-class learning. [5] This paper, by integrating online courses with flipped class, and applying information technologies to the management of intellectualized, individualized and diversified mobile learning, aims to establish a SPOC-based flipped classroom of college iJET

Implications And Opportunities Of Open Online Courses For Higher Education In Russia

“…To sum up the research we identified and enumerated most of advantages and disadvantages of online educational mode operating within the ICT-based university environment from the point of view of both teachers and students (Reid, 2002;Sampson, 2003;Aoki, 2010Aoki, , 2012Bonk et al, 2015;Kaplan & Haenlein, 2016;Ainoutdinova et al, 2017;Zhang et al, 2018). The provided analysis and study allowed us to systematize the theory and practice of the process of online courses employment at university level, (Khan, 2005;Downes, 2006;Cormier & Siemens, 2010;Cormier & Stewart, 2011;Hollands & Tirthali, 2014;Bonk et al, 2015;Kaplan & Haenlein, 2016;Ainoutdinova & Ainoutdinova, 2017;Zhang et al, 2018).…”

“…Within this timeframe the participants are free to choose their pace of study (Hollands & Thirtalli, 2014). The relative clarity of this definition of MOOC is immediately inhibited by the contrast between cMOOCs and xMOOCs (Zhang, Zhang, & Jin, 2018). https://dx.doi.org/10.15405/epsbs.2018.09.41 Corresponding Author: Irina N. Ainoutdinova Selection and peer-review under…”

“…The idea underlying the title and content of the course -"CCK08"is important for understanding the phenomenon of cMOOC, since the course was devoted to the study of the theory of connectivity or connectivism itself (Cormier & Stewart, 2011), took its roots in it and, in fact, was built on its fundamental principles, which in general terms convey the following message: teaching and learning in the modern era will be successful if people learn to build the necessary relationships, provide communication and connections mediated by the goals and objectives of cooperation and interaction via electronic networking (Downes, 2006). The idea of creating networks of like-minded people or networking communities, connecting people to each other for the purpose of developing and gaining knowledge, and therefore creating a knowledge societyis one of the key and fundamental characteristics of MOOCs (Downes, 2006) they also master the commercial market of electronic educational courses and services (Karakozov & Manyakhin, 2014;Zhang et al, 2018). (Karakozov & Manyakhin, 2014;Kuzmina, 2015;Ainoutdinova et al, 2017).…”

“….The cMOOC model (where "c" stands for connectivism as an essential feature of the first MOOCs) as a supplement to the structure of distance learning organization, according to a more traditional xMOOC model, extensively implements various tools and means of social online communication via the Internet, creates open forums, chats and blogs for users (students, teachers and tutors), both for maintaining online communication within the community, and to assist and solve possible problems of a technical and pedagogical nature(Hollands & Thirtalli, 2014;Zhang et al, 2018).The xMOOC was another early MOOC. Here, "x" stood for extra enforcement of the "m" from massive, pointing at the exponential numbers of course members.…”

As Metodologias Ativas Como Estratégias Para O Desenvolvimento De Competências De Inteligência Emocional Nos Estudantes Do Ensino Superior

“…As Inverted Classroom (Erwen, Wenming, & Chengxing, 2018;Rossi, 2014), têm como objetivo dinamizar, em dois estágios, os métodos que apresentam resultados significativos para a aprendizagem. No início, os estudantes recolhem informações para depois as assimilarem, sempre com a mediação do Professor, que tem como missão ajudar os estudantes a adquirirem mais responsabilidade e uma autonomia progressiva, assumindo o papel de facilitador do processo de aprendizagem (Erwen, Wenming, & Chengxing, 2018; Fidalgo-Blanco, Sein-Echaluce, & Garcia-Peñalvo, 2020; Rossi, 2014).…”