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Sunday, January 31, 2021

Online Education Daily Home Learning Video 1 February std 1 to 12

 Online Education Daily Home Learning Video 1 February std 1 to 12

Since the first spring of 2020, Chinese universities are experiencing an unprecedented massive “migration” from traditional in‐class face‐to‐face education to online education. thanks to the widespread of Coronavirus disease (COVID‐19) in China, following the government's requirements of “nonstop teaching and learning,” most Chinese universities have started online education. during a short period of time , many faculty members began to teach ahead of a display screen , and their students need to occupy home and take the courses through the web . Beyond China, with the spread of COVID‐19 across the planet , as of March 13, 61 countries in Africa, Asia, Europe, the center East, North America, and South America have announced or implemented school and university closures and most of universities have enforced localized closures (UNESCO, 2020). This paper therefore identifies the high‐impact practice principles of online education and provides a case study for colleagues at universities to think about conducting online education in similar circumstances.


Since the start of the 21st century, Chinese universities have launched online education reforms to make an open education network supported information and network technologies. With the rapid development of Massive Open Online Courses, the amount of those online courses offered by Chinese universities has exceeded 500, and nearly 3 million people have participated in these courses (Shang & Cao, 2017). because the forerunner of online education in Chinese universities, Peking University has offered about 100 online courses. However, compared to the face to face courses offered by universities, the proportion of online courses remains low, and most of the web courses are taken by adult vocational students who haven't registered at Peking University.


The outbreak of COVID‐19 was unexpected and it forced Peking University to launch live online programs of a complete of two ,613 undergraduate online courses and 1,824 graduate online courses so as to make sure the traditional teaching operation, with 44,700 students occupy homes or dorms (Lei, 2020).


Based on observations of online teaching at Peking University, this paper classifies six instructional strategies to enhance students' learning concentration and engagement so as to realize a smooth transition to online learning.


4.1 First, making emergency preparedness plans for unexpected problems

Since all the courses were switched to online education mode, the pc servers might not be ready to host such an outsized scale of latest users, the web education platform may often pack up due to overload. so as to unravel all types of unexpected issues timely, faculty got to prepare Plan B or maybe Plan C before classes start and inform students beforehand .


4.2 Second, dividing the teaching content into smaller units to assist students focus

Many Chinese college students have shown weak persistence in online learning, which seriously restricted their learning effectiveness (Li, Wu, Yao, & Zhu, 2013). so as to make sure that students consider online study, faculty should reasonably break down the content of the in‐class teaching into different topics and adopt a modular pedagogics . In other words, on the idea of ensuring a transparent knowledge structure within the curriculum, faculty divide the teaching content into several small modules with each lasting approximately 20–25 min.




When you move a face-to-face course the structure of the weekly content will often be defined by the topics in your face-to-face course. the most challenge won't be structuring the content but ensuring that learners have enough online activities. 

Structure the course as weeks following the topics. This provides a transparent timetable. Problem-based learning also allows for learners to possess weekly activities.





It is important to make sure that the face-to-face content is moved during a way that's suitable for online learning. Powerpoint slides don't work. you would like to reorganize or redesign the content for online (the EMC instructional designers can help with this). 

Designing online activities

There are a huge array of online technologies available which will help enhance learning activities. it's important however, to carefully select those that are most appropriate for your class learning outcomes. it's critical to recollect the web is a component of our lifestyle and has become integrated into contemporary society, and our teaching should reflect and acknowledge this. 


Introducing a web activity to a category offers many benefits to teachers and students. However success often relies on how appropriate the activity and therefore the chosen technology are for the training context, and the way well both are integrated into the training process.

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