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Tsinghua University

New course mode in e-era

Tsinghua University via XuetangX

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Overview

The development of online education has brought opportunities and challenges for traditional teaching and learning. Nowadays it’s very important to learn about online education, which can help us study better and more easily.

This course focuses on 5 themes:

1.interpreting online education

2.discussing why online education is needed

3.explaining the current status of online education in colleges and universities

4.predicting the future of online education

5.sharing online education practices and experiences from a large number of excellent teachers


Syllabus

  • Chapter I What is Online Education?
    • 1.1 Development of Online Education
    • 1.1.1 Online Education Brings the “New Classroom in the E-era”
    • 1.1.2 Opinions of Teachers and Students
    • 1.1.3 Characteristics of Online Education in China
    • 1.2 What is Online Education?
    • 1.2.1 Conceptual Interpretation
    • 1.2.2 Development of Educational Technology
    • 1.2.3 The Five-Element Model of Online Education
    • 1.3 Opportunities and Challenges Brought About by Online Education for Teachers
    • 1.3.1 Opportunities
    • 1.3.2 Challenges
    • 1.4 History of Online Education
    • 1.4.1 Development in the 20th Century
    • 1.4.2 Development in the 21st Century
    • 1.4.3 Three Key Elements of Online Courses
    • 1.4.4 Virtual Education Organizations
    • 1.5 Internal Systems and External Relations of Courses
  • Chapter II Why Should We Engage in Online Education?
    • 2.1 Educational Changes Brought by the Digital Age
    • 2.2 Online Education is More Suited to Students' Learning Needs
    • 2.2.1 Development of Educational Needs
    • 2.2.2 Learning Styles and Learning Types
    • 2.2.3 Multimodal Data Analysis of Students' Learning Behaviors and Needs
    • 2.2.4 Educational Objectives
    • 2.2.5 Expanding Learning Time and Space and Promoting Deeper Learning
    • 2.2.6 Autonomous Learning System Cases
    • 2.3 Online Education Helps Teachers' Development
    • 2.4 Why Should Schools and the Country Engage in Online Education?
  • Chapter III Online Education in Colleges and Universities
    • 3.1 Development of Online Education in Colleges and Universities
    • 3.1.1 Current Situation
    • 3.1.2 Platforms and Alliances
    • 3.2 All Types of Teachers Can Benefit from Blended Teaching
    • 3.3 Benefits of Blended Teaching
    • 3.3.1 Current Problems in Teaching
    • 3.3.2 Benefits of Teachers and Students
    • 3.4 Key Points and Common Misunderstandings of Blended Teaching
    • 3.4.1 Key Point 1
    • 3.4.2 Key Point 2
    • 3.4.3 Key Point 3
    • 3.4.4 Misunderstandings Part 1
    • 3.4.5 Misunderstandings Part 2
    • 3.5 Development of Smart Teaching Tools
    • 3.5.1 Overview
    • 3.5.2 Birth of the Rain Classroom
    • 3.5.3 Rain Classroom Functions
    • 3.5.4 Classroom Teaching Needs Rain Classroom
    • 3.5.5 Rain Classroom Solves the Problem of Limited Face-to-Face Teaching Time
    • 3.5.6 Rain Classroom Solves the Learning Problem Before Class, in Class and After Class
    • 3.5.7 Key Points in the Design of Pre-Class, In-Class and After-Class Rain Courseware
  • Chapter IV The Future of Online Education
    • 4.1 Vision of Online Education in Practice(1) Innovation of Education
    • 4.2 Innovation in Education Practice (2) Education Technology and Policy
    • 4.3 Hotspot and Trends of Education Theories
  • Chapter V Case Studies for Teaching Online
    • 5.1 A Case Study of Deng Junhui's Teaching Approaches in Data Structures and Computational Geometry
    • 5.1.1 How to Create a MOOC and Usage Tips (Part 1)
    • 5.1.2 How to Create a MOOC and Usage Tips (Part 2)
    • 5.2 A Case Study of Zhang Yu's Teaching Approaches in Ideological and Moral Cultivation and Basics o
    • 5.2.1 Teaching Philosophies and Key Parts of Blended Teaching
    • 5.2.2 An Example of a Specific Chapter
    • 5.3 A Case Study of Yang Fang's Teaching Approaches in College English
    • 5.3.1 Blended Teaching Design Tips
    • 5.3.2 Teaching Design for the "University" Unit
    • 5.4 A Case Study of Yu Xinjie's Teaching Approaches in Principles of Electric Circuits
    • 5.4.1 A Completely Flipped Classroom for a Small Class
    • 5.4.2 A Partially Flipped Classroom for a Large Class
    • 5.5 A Case Study of Zheng Li's Teaching Approaches for "C++ Program Design": Rain Courseware Example

Taught by

Xinjie Yu and Shijie Yu

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