Research on Online Learning Behavior Analysis Based on Big Data Architecture

Hao, Yingpeng; Leng, Chunxia; Zheng, Hong; Zhang, Haiteng

doi:10.1145/3456887.3457004

Cited by 1 publication

(1 citation statement)

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“…The teaching reform and teaching mode of the course are still continuously improving as big data and artificial intelligence technologies are becoming more widely used in education and teaching [39,40]. It would be meaningful for new research to study how to integrate big data technology in the teaching model to uncover the learning behaviors hidden in the learning process data [41], to form student ability portraits [42] to intelligently guide students to adjust their learning behaviors [43] and to provide intelligent recommendations for teachers to teach accurately [44].…”

Section: Discussionmentioning

confidence: 99%

Teaching Reform in C Programming Course from the Perspective of Sustainable Development: Construction and 9-Year Practice of “Three Classrooms–Four Integrations–Five Combinations” Teaching Model

2022

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In the past, the teaching of C programming courses was teacher-centered, and students’ practical ability, innovation ability, independent learning ability, and moral character were not effectively improved. In order to meet the requirements of teaching informatization, OBE philosophy, “Golden Course” construction, and ideological politics in the curriculum for course teaching, we have been reforming how C programming courses are taught since 2013 from the perspective of sustainable development in order to realize the synergistic promotion of knowledge imparting, ability training, and moral character shaping. First, we systematically reformed the teaching support system in eight dimensions: changing the teaching philosophy, enriching teaching resources, reconstructing the teaching environment, reshaping the course content, transforming the teaching process, innovating teaching methods, reforming course evaluations, and building ideological politics surrounding the ecology of the curriculum. On this basis, we divided the teaching classroom into three classrooms: theory, practical training, and innovative practice. We ensured that teaching resources, information technology, diversified evaluation, and moral character shaping were always integrated into the classroom. Then, we used a combination of “online and offline, in-class knowledge learning and extra-curricular autonomous practice, teachers’ careful lectures and seniors’ guidance, ability training and moral character shaping, and impart knowledge and innovative practice” to build a student-centered teaching model of “three classrooms–four integrations–five combinations”. Since the application of this model in course teaching, students have not only enhanced their sense of access to learning and improved their course performance, independent learning ability, and practical ability, but have also improved their innovation ability, with students achieving excellent results in thesis publication, patent applications, software copyright applications, discipline competitions, and innovation project applications. Students have cultivated a strong sense of social responsibility and high moral character, and employers are highly satisfied. This teaching model has been adopted and reused in 12 engineering courses and has achieved good application results. The teaching model can provide a reference for college engineering courses to build a student-centered information-based education ecology, create high-quality classrooms, and collaboratively improve students’ abilities and moral character.

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