Wang Ping, Ma Teng, Liu Li-Bo, Shang Chao, An Ping, Xue Yi-Xue
Department of Neurobiology, School of Life Sciences, China Medical University, Shenyang, China.
Front Psychol. 2021 Dec 23;12:747719. doi: 10.3389/fpsyg.2021.747719. eCollection 2021.
To solve the problem that lack of interaction in online courses affects motivation and effectiveness of students' learning, smart interactive tools were introduced into the online Neurobiology course. This study aimed to evaluate the students' satisfaction with online teaching mode and assess the academically higher and lower performing students' learning effectiveness in the online course optimized with smart interactive tools compared to face-to-face learning. Descriptive statistics and independent -tests were used to describe student samples and determine the differences in students' satisfaction and performance. Reflections of students' satisfaction revealed that about 65.8% were satisfied with the learning involvement and about 60.5% were satisfied with the class interaction. Almost two-thirds of the class agreed that the smart interactive tools applied in the online course could help them attain their learning goals better. Among all the smart interactive functions, the class quiz was the most effective one in helping students grasp the main points of the course. No significant differences were found between the two teaching modes in the overall and academically higher or lower performing students' final exam average scores. Compared to each band score of such two teaching modes, no one failed to pass the final exam in the online course, however, three lower-performing students who were taught in the traditional course failed. This study suggested that optimized online teaching with smart interactive tools could produce the same learning effectiveness for the academically lower-performing students as for the higher-performing students. Meanwhile, the instructors could know the learning status in which each student was and perform personalized guidance and improve exam passing rate accordingly.
为了解决在线课程中缺乏互动影响学生学习动机和效果的问题，智能互动工具被引入到在线神经生物学课程中。本研究旨在评估学生对在线教学模式的满意度，并评估与面对面学习相比，在使用智能互动工具优化的在线课程中，学业成绩较高和较低的学生的学习效果。使用描述性统计和独立样本检验来描述学生样本，并确定学生满意度和成绩的差异。学生满意度调查结果显示，约65.8%的学生对学习参与度满意，约60.5%的学生对课堂互动满意。近三分之二的学生认为在线课程中应用的智能互动工具能帮助他们更好地实现学习目标。在所有智能互动功能中，课堂测验在帮助学生掌握课程要点方面最为有效。两种教学模式在总体以及学业成绩较高或较低的学生的期末考试平均成绩方面均未发现显著差异。与两种教学模式的各分数段相比，在线课程中没有学生期末考试不及格，然而，传统课程中有三名成绩较差的学生不及格。本研究表明，使用智能互动工具优化的在线教学对学业成绩较差的学生和成绩较好的学生能产生相同的学习效果。同时，教师可以了解每个学生的学习状态，并进行个性化指导，从而提高考试通过率。
