Under the joint effort of XPU’s heads and faculty, knowledge has been effectively delivered through internet since XPU began remote teaching on February 24. It ensured online courses has the same equality as face-to-face teaching and facilitated the completion of XPU’s first-week teaching tasks. All the courses were completed online, which started a new phase of XPU’s undergraduate education.
In order to summarize experience learned of the first week, serving as study and reference materials for all, the following excellent online teaching examples are presented in the hope that all faculties could make the most of online teaching tools and improve online teaching constantly.
i. Utilize MOOC resources and blended teaching
1. Ms. Ren Yan from the School of Textile Science and Engineering cross used intelligent teaching tools to assist online teaching.
The course “Dyeing and Printing”, taught by Ms. Ren, has combined with MOOC’s online courses, which was redesigned to meet the requirement of the syllabus. Before the class, students would be sent announcements and learning materials according to the chapters. In the class, students would sign in through "Yun Classroom" (a special app) and then take a class on MOOC as well as DingTalk. After class, Ms. Ren would combine the video content, online exercises, online discussions and the knowledge weakness exposed in the students’ post to arrange the assignment. She would sort out the relevant data of students’ online learning every day, promptly adjust and arrange the lectures for the next class, and keep a record of some key and difficult points that students have not mastered. It can help students reconsolidate their knowledge after they return to school to conduct offline learning.
Ms. Ren in the class of “Dyeing and Printing”
2. Mr. Jia Kunrong from the School of Urban Planning and Municipal Engineering strengthened interaction with students and added reality experience of online teaching.
The course “Engineering Mechanics”, taught by Mr. Jia, has combined with the excellent theoretical mechanics course of the Harbin Institute of Technology on the MOOC platform. Before the class, Mr. Jia would arrange course content such as check-in, preview, review questionnaires, classroom exercises on MOOC. In the class, the new content would be released to students in the QQ live room. Mr. Jia would adjust the live content based on students’ situation. Mr. Jia always adhered to three principles. First, He constantly focused on the introduction of problems. Second, the basic courses must adhere to the teaching mode which was based largely on blackboard writing. Third, it is essential to have classroom discussions and debates.
Mr. Jia in the class of “Engineering Mechanics”
3. Ms. Mu Ruihua from the School of Environmental and Chemical Engineering combined life with the course’s ideological and political elements.
The course “Analytical Chemistry”, taught by Ms. Mu, has adopted the “Analytical Chemistry” course taught by Prof. Fan Cailing of Henan Agricultural University on the MOOC platform. The asynchronous SPOC classroom was established after the teaching content was modified and improved. Ms. Mu utilized MOOC’s mini program for sign-in, classroom practices and discussion. She also used QQ voice live broadcast and shared screens to play the courseware to ensure the synchronization of teachers and students’ thinking. During the class, the content of 5G technology and temperature test data during the epidemic situation was discussed to grab the students’ attention. Ms. Mu believed that the best way to teach is to prepare every lesson with all your heart. She inserted some hot topics and ideological and political education elements into the teaching content, which received positive feedback from students.
Ms. Mu in the class of“Analytical Chemistry”
4. Mr. Wu Jiang from the School of Electronics and Information cleared the tasks and conveyed effective course information.
The course “Engineering Ethics” was taught by Mr. Wu. In order to better adapt to the online teaching mode, Mr. Wu prepared typical engineering ethics cases according to the characteristics during the course preparation stage and decided a suitable online teaching method and interactive mode. During the student’s independent preview stage, the videos, quizzes and assignments of the SPOC course on the MOOC platform were used to promote students to know the knowledge in advance. During the teacher’s online live lecture stage, Mr. Wu would further explain important and difficult issues in the course and discussed some cases of electrical majors with students through the “Tencent Class”. During the online classroom management and Q&A phase, with the help of the MOOC’s mini program and QQ group, students could be effectively managed and each student’s learning situation could be accurately grasped. In doing so, Mr. Wu could promptly solve students’ problems.
Mr. Wu in the class of“Engineering Ethics”
5. Mr. Chen Tao from the School of Mechanical and Electrical Engineering adjusted and rearranged the teaching content.
The course “Basics of Engineering Drawing” was taught by Mr. Chen. Before the class, students were asked to watch the excellent online courses developed by the teaching and research office in recent years. During the class, Mr. Chen infiltrated asynchronous teaching in synchronous teaching. Students had a good appraisal for the existing online courses. They thought that what Mr. Chen taught was helpful for subsequent learning, and this mode could cultivate the ability of autonomous learning as well as active knowledge acquisition. Due to the strong practicality of the drafting course, Mr. Chen found a user-friendly interactive whiteboard program-OpenBoard software based on his hobby, which met the need for writing at any time. Besides, OpenSCAD was a powerful and free open-source modeling tool. Students only need to type a few lines of code to make accurate 3D models.
Mr. Chen in the class of“Basics of Engineering Drawing”
6. Ms. Lu Linlin from the School of Materials Science and Engineering chose the right platform and reconstructing the teaching process.
Through the test and online teaching survey before the class, the course “Basics of Materials Science”, taught by Ms. Lu, adopted the mode of “Asynchronous SPOC Teaching + Tencent Conference Live Broadcast”. Ms. Lu set up a WeChat group with students before the class to inform students of the teaching arrangements. Students previewed the teaching materials, quizzes and assignments regularly released by Ms. Lu on the MOOC platform before the class and then participated in the live broadcast with questions. Ms. Lu broadcasted and explained the PPT courseware on the shared screen of the Tencent Conference. At the same time, Ms. Lu inserted the questioning process into the lecture process, and students could answer the question by voice or by entering text in the chatbox. It was effective teacher-student interaction.
Ms. Lu in the class of“Basics of Materials Science”
7. Mr. Guo Sha from the School of Marxism makes full use of intelligent tools to improve teaching effectiveness.
The course “Introduction to Marxism Fundamentals” was taught by Mr. Guo. The course adopted the Zhihuishu platform to supervise study, guide study and to collect academic data. Students used platform to sign-in, complete homework and conduct topic discussions. Mr. Guo used Zoom software to broadcast live Q&A. At the same time, through the WeChat group, he promptly interacted with students and announced learning tasks and interactive Q&A, which improved student’s participation and interactivity. In terms of teaching content, Mr. Guo highlighted the integration of “classical reading methods” and anti-epidemic life examples, incorporating heroes and typical deeds during the epidemic into the teaching. In doing so, students could feel the China strength, solidarity and spirit, which made them think on their own initiative.
Mr. Guo in the class of“Introduction to Marxist Fundamentals”
8. Mr. Huo Wei from the School of Computer Science focused on the effect of students’ online learning.
Mr. Huo, as the course lecturer of “C Language Programming”, actively prepared various teaching resources before class and determined to use the MOOC’s resources that had been built by the School of Computer. He formulated an online teaching plan in accordance with the mixed teaching methods to ensure that 71 classes started smoothly. Before the class, Mr. Huo exported students’ learning data on the Zhihuishu platform. Mr. Huo attached great importance to student’s learning data. He organized many interactive sessions such as discussion, questioning and problem-solving in classes. He strived to achieve the best result of online mixed teaching.
Mr. Huo in the live class of“C Language Programming”
