The Synergy Mechanism of Online-Offline Mixed Teaching Based on Teacher-Student Relationship

Cao, Changyong

doi:10.3991/ijet.v17i10.31539

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…In particular, teachers should adopt different interaction strategies to improve the interaction effect in classroom teaching. Cao [11], studying complicated teacher-student relations on online education platforms, classified them by the normal distribution division method and constructed an evaluation model of online-offline hybrid teaching coordination. Thus, the second hypothesis is proposed.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Effects of Different Educational Interaction Modes on Students’ Independent Online Learning Ability

Wang

2023

Int. J. Emerg. Technol. Learn.

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The high-speed applications of information technologies such as artificial intelligence (AI), cloud computing, and 5G promote the development of different industries and also have extensive effects on online education. Online teaching can offset normal and traditional education shortages in learning time and places and meet learners’ demand for fragmented learning in the Internet era. An effective educational interaction mode can stimulate the learning interest of students, promote the occurrence of deep learning of students, and facilitate the development of their online independent learning ability. In this study, the effects of educational interaction modes (including teacher-teacher interaction, teacher-student interaction, student-student interaction, and learner-interface interaction) on the online independent learning ability of learners were analyzed based on cooperative learning theory and personalized learning theory. Differences in online independent learning ability under different contact duration with online learning were measured. Results demonstrate that the reliability coefficient and KMO value of the questionnaire are 0.889 and 0.863, indicating that the questionnaire has good reliability and validity. The teacher-teacher interaction, teacher-student interaction, student-student interaction, and learner-interface interaction of educational interaction modes can promote the improvement of online independent learning ability of learners significantly under 1%, 1%, 5%, and 1% levels, respectively. Contact duration with online learning significantly affects online independent learning ability at the 0.05 level (F = 2.487, p = 0.031). Research conclusions can provide important references to perfect the high-efficiency implementation strategy of educational interaction modes in the online classroom environment and find keyways to improve the effect and quality of synchronous classroom teaching interaction.

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Section: Hypotheses Developmentmentioning

confidence: 99%

Effects of Different Educational Interaction Modes on Students’ Independent Online Learning Ability

Wang

2023

Int. J. Emerg. Technol. Learn.

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“…He constructed a teacher-student interaction preference feature model based on the GCNN and a teacher-student interaction relationship model based on multi-task learning. Cao (2022) believed that existing similarity correlation discovery methods used, clustering results in their algorithms, would lead to large amounts of noise in the teacher-student interaction data. Cao (2022) used a normal distribution method to classify the relationship between teachers and students, described the calculation process of the fitness of teacher-student interaction, and used an artificial neural network (ANN) and genetic algorithm (GA) to identify how to create synergy between online and in-person teaching.…”

Section: Gongmentioning

confidence: 99%

Development and Application of Interactive Teaching Systems for Online Design Courses

Zhang

et al. 2023

International Journal of Distance Education Technologies

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Digital education has recently become a mainstream education model. Despite digital education's increasing popularity, there remain issues when it comes to teacher-student interactions in digital space, which have made it impossible for this model to achieve the same teaching quality as traditional in-person education. Compared with other academic subjects, online courses in design practice have even more severe problems with teacher-student interaction. This study proposes a new teaching interaction assistance model in online design practice courses. The model uses the TAPs method to establish evaluation codes based on students' design thinking as well as through feedback-thinking related codes. This teaching interaction assistance model is established by combining these thinking codes and the LSTM model. This study takes an online design practice course as a case study, and the results have shown that this model can help teachers and students communicate more effectively and improve the teaching quality of online design practice courses.

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Construction and Application of Online Learning Community for Teacher-Student Relationship Based on Online Classroom

Wang,

Feng,

Zhang

2024

Applied Mathematics and Nonlinear Sciences

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The application of information technology in the education business makes the traditional education mode gradually withdraw from the stage of history, and the online learning classroom begins to emerge in the teaching field. This paper builds an online learning community classroom for teacher-student relationships by combining MVC architecture technology with various online learning modes in the online classroom. FIAS interaction analysis and multiple regression models are used to quantitatively analyze interactive behaviors and changes in teacher-student relationships. The online learning community classroom model of this paper improves the average grade of the experimental class by 3.15 compared with the control class, with a p-value of 0.015, which is less than 0.05, and there is a statistically significant difference in the data. The teaching model of this paper can adjust the structure of teacher-student speech in teaching, and the teacher changes from “teaching alone” to “discussing with teachers and students”, and the students’ speech improves by more than 10%. In addition, this paper finds that for every one unit change in subject and teacher, the teacher-student relationship changes by 0.135, 0.261, and for every one unit increase in the teacher’s “creation of learning groups for grouping tasks”, the teacher-student relationship improves by 0.364. Similarly, for every one-unit increase in the teacher-student verbal interaction, the relationship between the teacher and the student increases by 0.142, 0.364, and 0.364, respectively. In summary, through the design and practical application of the online learning community classroom model in this paper, the functions and effectiveness of the system have been verified, which basically meets the needs of teacher-student interactive teaching.

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The Synergy Mechanism of Online-Offline Mixed Teaching Based on Teacher-Student Relationship

Cited by 3 publications

References 18 publications

Effects of Different Educational Interaction Modes on Students’ Independent Online Learning Ability

Effects of Different Educational Interaction Modes on Students’ Independent Online Learning Ability

Development and Application of Interactive Teaching Systems for Online Design Courses

Construction and Application of Online Learning Community for Teacher-Student Relationship Based on Online Classroom

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