Online Learning Experience of Chinese Graduate School Students in the Philippines
DOI:
https://doi.org/10.54097/jeer.v4i3.11404Keywords:
Online Teaching, Teaching Motivation, Teaching Content, Teaching Strategy, Learning AssessmentAbstract
In this study, 10 Chinese graduate students enrolled in five Philippine universities in 2020 and 2021 were interviewed about their comprehensive online learning, to understand their motivation to participate in online learning, their preferred teaching content, their favorite teaching strategies and learning evaluation methods. The results of this study provide valuable help for teachers, teaching managers and teaching management departments to adjust and update the teaching content, teaching methods and management methods in time, and to formulate more scientific and reasonable teaching plans and training plans.
Downloads
References
Anderson, T. (2008). Toward a Theory of Online Learning. Theory and Practice of Online Learning, No. 2, 10-15.
Arter, J. A., & Chappuis, J. (2011). Classroom Assessment for Student Learning: Doing It Right, Using It Well. Oxford Press,6,28-30.
Beatty, B. J. (2010). Transforming student learning with classroom communication systems. EDUCAUSE Quarterly, 33(4), 1-10.
Chen, C. M., & Wang, Y. H. (2015). The effectiveness of applying mobile technologies to support multimedia training: A meta-analysis. Computers & Education, 82, 83-95.
Chen, W. (2023). Practice and Exploration of the Teaching Model for Culinary Majors under the Background of Anti-epidemic. China Food Industry, 2023(02), 113-116.
Ding, N., & Shi, J. (2022). A study on the impact of online teaching methods on teaching effectiveness under the background of the epidemic. Journal of Changchun Institute of Education, 38(06), 32-38.
Garrison, D. R., & Ehringhaus, M. (2007). Formative and Summative Assessments in the Classroom. Assessment & Evaluation in Higher Education, 32(3), 335-346.
Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of personalized learning: A review of literature from 2007 to 2013. Computers & Education, 77, 96-108.
Johnson, L., & Clark, M. (2018). Empowering Learners: Best Practices in English Instruction through Online Platforms. Educational Technology Research and Development, 66(5), 1279-1293.
Kennedy, K., & Archambault, L. (2012). Offering Courses Online: Challenges for Faculty. Internet and Higher Education, 15(3), 150-153.
Liu, L. (2022). Preliminary exploration of strategies for effectively connecting online and offline teaching in border port cities. Heihe Education, 2022(12), 56-58.
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press,2(5),10-15.
Mayer, R. E. (2014). Cognitive Theory of Multimedia Learning. In The Cambridge Handbook of Multimedia Learning, 2nd Edition,6, 330-335.
Park, S., & Kim, H. (2020). Integrating Gamification into Online English Instruction: Effects on Motivation and Learning Outcomes. Journal of Educational Technology & Society, 23(2), 112-125.
Rovai, A. P. (2002). Building a sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1-16.
Stone Silver (2020). Research on online teaching methods in ordinary universities under the background of fighting "epidemic". Economic Engineer, No.6, 148-149.
Tian Zhongshan (2021). Online teaching interaction and explore the effectiveness of evaluation strategies. Journal of Inner Mongolia University of Finance and Economics, 19(2), 53-57.
Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and Extrinsic Motivation in Sport and Physical, Journal of International Education, 5(9), 25-28.
Wei, S., & Yan, P. (2023). Implementation and exploration of online teaching mode for livestock welfare courses. Journal of Livestock Ecology, 44(01), 93-96.
Zhang, X. (2020). Exploration of online teaching of "women's wear structure" course under the background of COVID-19. Textile Report, No.1, 107-110.
