What is the impact of online learning after the recovery of the epidemic and the return from online learning to offline learning?
Starting in late 2019, the epidemic gradually began to spread from all parts of the world, with the rate of transmission peaking in 2020. As a result, the economic and social development of various countries has been greatly impacted. Among them, students have also launched a new teaching model, online teaching, because of the epidemic. Now that the epidemic is leveling off and countries are responding to the policy of living with the epidemic, students are returning to offline teaching and to campus. It also reflects a lot of problems.
Timely，relevant and achievable
From the beginning of the epidemic to now, the online office teaching time has been as long as three years, for most students and teachers have become a habit. Due to the sudden liberalization of the policy, people have to return to campus life, which is a huge change for me, who has never been exposed to normal university life. I am an international student, so this change means that I need to travel from my own country to live and study in a completely strange country. I think this research topic is a very necessary exploration, and I hope it can create value.
Literature Review
After reading the materials and data provided by the literature online, the following conclusions can be drawn:
- Online classes can make students lose motivation and commitment, and they will not be as focused and energetic as offline classes. It affects their mastery of knowledge and their likelihood of future success.
- Compared with offline teaching, students will rarely communicate with teachers, professors or classmates and lose their communication ability, which makes them unable to timely find and solve the problems and challenges they encounter in learning.
- They also have high economic requirements, as they need to be equipped with electronic equipment and video tools. The pressure of high tuition fees and online teaching tools is also a great impact on many families, which is even worse for families who have lost their source of income due to the epidemic.
- Health crisis. Due to the disconnection from the society and the virtuality of the Internet, students become infatuated with or addicted to the Internet, a kind of negative psychological emotions, such as social isolation, pressure, insomnia, suicide behavior, addiction behavior, and domestic violence, so that students can not be guaranteed physically and mentally.
The challenges of online to offline courses
In the process of “online” and “offline” integrated teaching, the characteristics of students determine that they should follow the teaching idea of “offline” teaching as the main method, supplemented by “online” teaching. This requires teachers to pay more attention to the connection between synthesis and knowledge points in classroom “offline” classroom learning, deepen students’ common understanding and application of knowledge points, and allow students to improve and practice while learning, The cultivation of generalization and autonomous learning ability. At the same time, as society changes, students’ attitudes and interests towards learning will change at any time, and current information will be updated quickly. Therefore, constantly updating learning resources and adapting to their strengths can provide better assurance of learning efficiency.
In short, online and offline integrated teaching requires teachers to strengthen their exploration and learning of this teaching model, and continuously improve their professional ability and professionalism. Strive to provide high-quality and scientific teaching services for students to effectively meet the requirements of students’ personality development and comprehensive quality education. Teachers should note that not all courses can be taught using mixed online and offline teaching methods. Teachers should delve into textbooks, clarify learning objectives, and select appropriate topics for online and offline learning. Gradually improve their own information literacy and teaching concepts, while improving the quality of teaching, ensuring the core position of students in learning.
Reference list:
1,Jabari, Khaoula, et al. “Covid-19 and E-Learning: Factors That Influence Online Classes Grasp by Ibn Tofail University’s Students – Morocco.” E3S Web of Conferences, vol. 319, 2021, p. 2024–, https://doi.org/10.1051/e3sconf/202131902024.
2,Rees EL, Quinn PJ, Davies B, et al. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Med Teach. 2015;38(8):829
站点标题 