Critical Content Based Instruction for the Transformation of World Language Classrooms

Further research in more diverse locations may encounter varying outliers and realize significant variances to the findings reported in this research analysis. Consequently, additional research should be conducted that integrates this approach, using student motivation and perceptual data to drive the investigation, which may impact the quantitative data, or conceivably provide supplementary elucidation that contrasts this report. Problem-based learning is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. Wang, “A trust-based collaborative filtering algorithm for E-commerce recommendation system,” Journal of Ambient Intelligence and Humanized Computing, vol.

Beyond content acquisition, inquiry-based learning is seen as a key opportunity for developing competence in higher-order thinking skills . Inquiry-based teaching, then, requires a focus on providing meaningful engagement opportunities rather than direct instruction about content; the latter supports and fosters passive learning. Self-evaluation could develop students’ ability to evaluate their learning outcomes. Students need to make the corresponding adjustments to their learning status through self-evaluation of their learning gains in the autonomous learning stage of SPOC courses .

Choosing an Approach

According to , statistics from around the world continue to demonstrate a spike in ESL enrollment at credit-bearing higher education institutions. This presents a specific and immeasurable challenge for educators, where the goal is to quickly and effectively transition ESL students into the mainstream curriculum. Essentially, this was in response to a growing population of English Language Learners (ELL’s) in the global higher education community, based on internationalization, and driven by global competitiveness . An interface test using mail carrier is performed to check the first book using advanced search with keyword java, the server response is successful, and the response time is 322 ms; the corresponding return value matches the predicted data. The outline design and database design of the rehearsal platform are introduced, and the basic functions of the rehearsal platform on the student side and the teacher side are demonstrated and explained, and the recommendation algorithm module on the student side is demonstrated and explained. Finally, tests are conducted on both the basic functions of the platform and the recommendation function module as well as the performance.

Over the last decade, suggests tertiary institutions around the world have compartmentalized and packaged various forms of CBI programs, making them available to ESL and L2 learners regardless of their degree specialty, but have administrative policies developed at the same pace as the methodology? Reference takes a different approach to CBI research by addressing higher education policy, regarding multilingual programs in European institutions. Specifically, this study included five teachers from the University of Basque Country in Spain, and utilized a qualitative function and group discussion definition of content-based mode format, which lasted 1 hour and 12 minutes―it was also recorded for later analysis . One of the leading research questions presented by study involved the impact on learning and pedagogy by integrating a CBI program, which in some academic communities is referred to as a multilingual program. Over the last few decades, globalization, competition, budget constraints, student mobility across the tertiary sector, and demands for improved academic outcomes have ushered in a new era for higher education and global citizenry. These considerations will be guided throughout the course design process.

Support Learners with Content

Then we draw a matrix of a user with the respective items to identify their preference relationship. A Content-Based Recommender works by the data that we take from the user, either explicitly or implicitly . By the data we create a user profile, which is then used to suggest to the user, as the user provides more input or take more actions on the recommendation, the engine becomes more accurate. Developing collaborative skills, especially when using group work, which can have great social value. Although CBI offers advantages in language teaching, there are some disadvantages that we have to consider. It’s important to note that the content continues through the whole course, not just a handful of lessons.

The researcher constructs a blended teaching mode (as shown in Fig.2) on the basis of sorting out the requirements, key points, and difficulties of the English scientific paper writing course based on the SPOC blended English teaching mode. Focusing on learning objectives, students could strengthen their knowledge of scientific paper writing and complete their learning objectives by watching online learning videos, reading online materials, completing online tests and homework, and participating in online discussions. Then students could deepen and construct scientific paper writing knowledge through face-to-face discussions, peer assessments, and other activities, and strengthen the content of scientific paper writing skills in practice in offline courses. The rapid development of China’s foreign trade and economy needs a large number of English majors.

Design of blended Learning Mode and Practice Community using Intelligent Cloud Teaching

By completing online homework or tests, students could deepen their understanding of what they have learned and actively discuss with the teacher on the platform in order to improve their practical application ability of English skills. The teacher needs to focus on students’ learning progress through students’ online learning data and performance, quickly discover students’ learning problems, and urge students to study effectively. Furthermore, the teacher needs to adjust the teaching content and teaching methods through observation of the learning process of the students.

• They are applicable to blended learning in any segment of education, with appropriate adjustments as necessary based on learners’ needs and characteristics, whether you are a teacher or instructor in K–12 schools, colleges and universities, the military, the industrial workplace or the corporate world.
• The blended online-offline teaching mode provided by the course deepens the role of teachers, transforming them from the disseminator of knowledge to the inspiration for students’ thinking, which optimizes the effect of teaching .
• Akinsete, “Development of an ontology-based personalised E-learning recommender system,” International Journal of Computer , vol.
• This involves appropriate lesson planning that emphasizes as a successful CBI scaffolding technique.

Others could register and participate in the study as auditors, but without the guidance and interaction of teachers . Compared with the MOOC teaching mode, the SPOC teaching mode could promote teachers to have a deeper understanding of learners in order to provide more detailed professional learning guidance. Under the double pressure of work and study, the realization of the personalized recommendation of educational resources has become the primary problem that needs to be solved in intelligent education. As a key technology to solve the problem of cognitive overload or disorientation during online learning, the personalized recommendation system has become the focus of current research on how to combine with online teaching. Initially, we achieved accurate and rapid course recommendations, which laid a foundation for personalized teaching. Then, we studied and researched the contents related to the recommendation algorithm and designed a hybrid recommendation model.

3 Data collection

As a result of this evaluation, my analysis suggests more studies incorporate a student survey and include semi-structured interviews with faculty involved in the CBI intervention, this includes central tendency and multivariate analysis of the data to determine any underlying relationships. The results of this study are significant, because they demonstrate a link between student perceived benefits of enhanced academic achievement, after receiving a content-linked course . This data helps further the argument that suggests various content-based https://globalcloudteam.com/ instruction methods have a direct effect on students’ academic performance; thus, contributing to the efficacy of CBI programs in higher education. The results showed that the vast majority of students were very satisfied with the courses. The highest satisfaction section was the teaching mode (93.10%), followed by the teaching content (91.38%) and curriculum setting (91.38%). Students thought that their academic English skills and research skills were improved a lot under the blended teaching mode of college English based on SPOC.

For now, remember that there are several approaches to teaching and that their use will depend on various factors. It is best to be open to diverse approaches, exploring their effectiveness in supporting student learning while building your teaching toolkit. As we continue through the course design process, it is important to keep in mind how your delivery mode can influence your teaching approaches and vice versa. Both aspects can create opportunities and limitations within your course and its design. Teacher-centered and student-centered approaches are neither good nor bad.

2 Implementation process

Remember that you can promote active learning through providing engaging activities for your students. Learning outcomes communicate the goals for a course, and assessments mark progress and achievement, but students need appropriate exposure to activities and instructional materials. Course content is guided by course outcomes and assessments and offers specific knowledge and background that students can use to truly and fully participate and engage in a course. While learning a language, learners access and understand content-specific jargon, culture, and methods, which can be challenging for learners to learn without language support. Language is learned as a means of understanding a particular subject matter. This approach provides learners with an authentic language learning experience, which is more engaging and meaningful than learning a language in isolation.

Y tries to solve this gap by applying the concepts of “curriculum genre” and “task structure,” and to observe and analyze the influence of L1 and L2 on the teaching effect of English teaching in Hong Kong middle schools . His research enriches the CBI teaching concept, so that we have a deeper understanding of it. Learner-centered course design focuses on meeting students’ needs and goals and is fundamental in content selection and delivery. The framework places the learner as the “chief agent in the process” within “cooperative, collaborative, and supportive” environments . An example of a student-centered strategy requires students to take notes on content, watch videos, and focus on their needs; students using this method scored significantly higher on course exams (Connell, Donovan & Chambers, 2016).

Associated Data

In addition to the fuzzy keyword search, the search part of the digital library module also provides advanced search methods for users to search accurately. The service interface is injected into the controller layer and the methods in the interface are called, and the page information of the final query is passed to the interface of JSP through the view parsing layer. The final query page information data is passed to the interface of JSP through the view parsing layer. The researcher designs and implements the SPOC-based blended teaching mode for college English. Before implementing the blended teaching mode, the teacher formulates the corresponding teaching plans, teaching content, blended teaching implementation methods, and course evaluation systems according to the course content.