Student perspective: Online education experience and imagination under the epidemic

Interviewed student

Feng Xin, major in geological engineering in Jilin University

Wu Haitao, major in mechanical engineering in Shanghai Jiaotong University

Ma Yulin, Beijing Institute of Fashion College

Li Chen, Education, Education, East China

In the context of the epidemic, offline and online alternate learning has become a new normal. In changes and adaptation, students have also gained new experience and experience, cultivating new learning habits, and having many different feelings. So what is the experience of online teaching? What is the same different from offline? Does online education provide practical help? Does hybrid teaching conform to students' expectations? The answer to the above questions, let us listen to their voice.

During the epidemic, online teaching is obtained and lost

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What is the form of class in the online learning stage? What is the experience? What do you think of online courses and offline courses is specific?

Wu Haitao: In March of this year, due to the epidemic, we transferred to the online live broadcast. As far as my own feelings are concerned, there are still many advantages in online learning, especially the learning time is more flexible. And the recording and broadcasting classes can be played by times, and the places that are already mastered can be skipped. If you don’t understand or have difficulty, you can immediately suspend the thinking and figure it out. After solving the problem, continue to listen to the class. Listen.

Ma Yulin: During the epidemic, it was mainly lived on the CCTalk platform. I think that online courses are relatively high than offline courses, but it is unavoidable that the experience of experience is also lost. For example, comprehensive material painting class, compared to offline teaching, it is difficult to understand the touch of the material online.

Li Chen: In the first half of 2020, I started my home online learning, and the form was mainly live lessons. Most of the courses are seminated classes, and they are prepared before the class. They report or speak in the class. During the report, although the spirit is infiltrated in a concentrated state of learning, the body is still in family space, not a specific space that is specifically used for knowledge sharing. The difference between this physical space and spiritual space will affect the learning status to a certain extent. At the same time, when the classmates speak, others cannot give feedback in time, and they cannot nod or watch like offline class. The weakening of this interaction inevitably makes the classmates feel nervous.

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As far as your own experience is concerned, compared with face -to -face teaching, what advantages do you think online teaching? Where can it be further improved? Are you more inclined to be online or offline? what is the reason?

Wu Haitao: I prefer online teaching. When classing in the classroom, the behavior of my classmates may affect my learning state. For example, when the teacher explains important knowledge points, if there is a classmate beside him whispering, you will not listen to Teacher's lecture. But online, only the teacher's voice was transmitted into the headset, and it would not be disturbed by other students.

There is also a unique advantage of online teaching: the teacher will put the book on the iPad. If the classmates have problems, the teacher can directly turn to the corresponding board part to explain. However, when listening to the class offline, the teacher's book on the blackboard, after writing, had to wipe off the previous content, and answers the question inconvenient.

Of course, there are certain disadvantages of online teaching. Some students with weak self -discipline may relax too much. Therefore, how to ensure the enthusiasm of all students after the loss of external constraints and conduct effective supervision of all students is the place where online teaching is to be improved.

Ma Yulin: Compared with face -to -face teaching, I think online teaching can promote the enthusiasm of classmates to a certain extent. For students who "social phobia", they can relieve embarrassment, stay with time to sort out their words, and make more handy when answering questions. The need to improve is the proficiency of the teacher's operation. Some elderly teachers are not familiar with the online teaching system, and the teaching effect is affected. As far as actual experience is concerned, I am more inclined to do offline teaching, because painting major needs to be observed with the naked eye, touching it with my hands, and interacting with the teacher a lot of time. The online teaching society makes this process more twists and turns.

Li Chen: In terms of advantages, I think online is more suitable for PPT display and reporting. During the online report, you can't feel the existence of the people around you, more relaxed, and you can output less and less. For places to be improved, I think it can be used to improve interaction and exchanges with the help of media technology. With the advancement of technology, the real sense and interactive experience of class will be better.

At the same time, I prefer offline teaching. Because teaching or education is not just the teaching of knowledge, but also a two -way interaction and communication between people. Offline, whether it is tone, mood, or physical movement, the information transmission of teachers and students will be richer. In addition, in the field of humanities and social sciences, the birth of knowledge not only relies on scientific research, but also has more intense communication collisions between teachers and classmates in offline teaching. Sometimes it can give birth to new ideas or opinions to achieve mutual achievements in teaching and research.

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During the epidemic, do you have the experience of studying the MOOC and School Online of China University? Which one or few courses are more interested in?

Wu Haitao: I mainly study at MOOC of China University. First of all, for some small projects, I will use the platform to conduct targeted leaks and supplements. For example, the project needs to use the principle of microcomputer, but some of the contents of the content are a bit forgetful. At this time, I will log in to the Mu class platform, search for the principles of microcomputer, and click on the videos of a few lessons. Targeted learning and more efficiency.

Secondly, for mathematical courses, such as courses such as calculation methods and optimizations, if I have no knowledge points, I will also go to the Mu class platform to study. During the study, you can see the different opinions of different teachers on the same knowledge points, comparing it with the explanation of the teacher in the school, and deepen the mastery of the knowledge points. Feng Yexin: During the postgraduate entrance examination, I studied the material mechanics courses of Southwest Jiaotong University on the Mu class platform. This course was impressed by me. As far as the content of the course is concerned, compared with the undergraduate class, the teacher's teaching form is more suitable for me. The classroom is half -time to teach new knowledge. It is easier to digest. At that time, he did not prepare for the exam at the school, and it was very convenient to listen to classes on the platform.

Comprehensive online advantages, flipping classrooms are welcomed

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Have you ever experienced a flip class or mixed teaching experience? What do you think of a good flipping class experience? What are the requirements for curriculum, platform, and teachers? What do you expect about this?

Feng Yingxin: Regarding the flipping class, I took a drilling equipment class, and the course described the pumps, rigs and other equipment used during the drilling process. In this course, we study autonomously through course video, and at the same time conduct regular offline reports in groups. After the report is completed, the teacher will comment, supplement and further explain. In addition, the teacher will take us to the base experiments, directly start the drilling rig, mud pump, remove the drilling of the drilling ingredients such as the liquid pump, the rope, and observe the structure of the drill. I personally prefer to flip the classroom, because in addition to knowledge learning, I can also exercise other skills such as group cooperation, PPT production, and speech defense.

An excellent flip class, first requires teachers to have sufficient teaching experience to grasp the content and rhythm of the curriculum; secondly, the quality of the curriculum is high, as an example of the principles of mechanical principles, how the gearboxes achieve the transmission, the hydraulic transmission process, etc., through animation through animation. Showing, it will be more real and three -dimensional.

Ma Yulin: I have experienced the experience of turning the classroom, the effect and experience are quite good. In ordinary classrooms, sometimes the teacher tells the boring theoretical knowledge, and students are easy to get away. But video lessons can be played repeatedly without worrying about missing important content. And for graduate students, the acquisition of knowledge mainly stems from communication with the teacher, and appreciates the teacher's creative ideas and concepts. I think that an excellent flipping class must first have clear teaching ideas and contexts, followed by high -quality teaching videos, and at the same time, there must be a certain binding force to ensure that students watch the teaching videos carefully. I look forward to the widespread popularity of this method.

Wu Haitao: I think flipping the classroom is a good form, combining their respective advantages online and offline. During online teaching, students can watch and pilot the recording lessons repeatedly, and have a deeper understanding of the teacher's explanation. At the same time, offline communication is more convenient and efficient. For example, during the offline get out of class, each classmate can be discussed further. But online, if everyone opens the microphone and speaks, all the sounds are stacked together, and the situation will be chaotic. More importantly, offline can communicate with gesture, and teachers can also use some items to be simply assembled to explain the structure of the structure. In short, teachers can use various methods offline to try to achieve his ideas.

Li Chen: Generally speaking, the flipping class I have taken in the form of self -reading materials before class, and the form of group or individual reports in the class. According to my experience, there are three main factors that affect the quality of the classroom: one is whether the materials pre -class prepared by the teacher are rich enough; the other is whether the students can study it seriously and invest in their own self -study; the third is whether the teacher in the classroom can give good good, There are deep evaluation and feedback.

Open the imagination, VR teaching assistance experimental link

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At present, the Yuan universe and VR teaching have become one of the next directions for the development of the education industry. What are your expectations for VR teaching? After the technology is mature, how will VR teaching effectively affect your professional learning?

Feng Xinxin: For my major, if technology can meet the requirements, understanding and practical professional knowledge will be easier. For example, for the study of machinery and equipment, no matter when and where, just wear VR glasses, you can watch the same three -dimensional equipment as the reality in the virtual environment created by VR. You can also disassemble and install it to understand the deeper and thorough understanding.

Ma Yulin: I am looking forward to VR teaching, because it can bring immersion, be able to contact world famous paintings in the classroom, and better appreciate relevant professional content. At the same time, the VR Teaching Association enhances my enthusiasm for learning, increases the desire to explore knowledge, and expands the space of imagination to obtain more creative inspiration.

Wu Haitao: I feel that VR technology will be a very big breakthrough in the experimental session. Specifically, after wearing VR glasses, you can see a series of virtual parts and can also manually assemble parts. If the experimental lesson cannot be conducted for offline experiments due to the epidemic or other reasons. At this time, VR glasses can be distributed, allowing students to simulate assembly parts in the virtual environment and complete the writing of the experimental report.

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Do you have other ideas to supplement online education?

Li Chen: As a technology and means, online education will eventually serve people. During the epidemic, although online education helps most people overcome the distance obstacles and learn from home. However, due to the current development differences, the "digital gap" problem still exists, and the normal learning of students in some regions is still affected. For example, some students lack the equipment for online classes, some students need to take a long way to connect signal or WIFI, and some families may share equipment in multiple children. Therefore, at the moment when the existence of technology gaps, the practice of online education should also consider realistic problems and contact the actual and targeted improvement. At the same time, the development of online education also shall also stable the popularization and development of technologies, and the solution of uneven distribution of technology and equipment. It is the prerequisite and guarantee of online education. Wu Haitao: Online teaching, the most important thing is to promote resource sharing. For example, if there is a professional small project, some teachers have achieved it, and he can open a course with this project. Students can quickly learn the operation methods of key technologies, and at the same time draw on the results of the teacher's project, and do some large projects based on this small project, which not only saves learning time, but also helps further develop scientific research. But at present, the teacher may only present the project results or simply introduce technology. More information requires students to search and screen, which takes more time and energy. Therefore, I think teachers can develop more and share online resources, not only curriculum videos, but also project -based technical teaching videos. In this way, students can also have personalized learning according to their own situation.

Written article: Wang Yajing

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