Comparative Study on the Effects of Online Courses and In-Class Courses

Yue Qin; Di Lv; Yinzi Feng

doi:doi:10.11648/j.sjedu.20210906.11

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Comparative Study on the Effects of Online Courses and In-Class Courses

Yue Qin, Di Lv, Yinzi Feng

Published in Science Journal of Education (Volume 9, Issue 6)

Received: 27 October 2021 Accepted: 17 November 2021 Published: 24 November 2021

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Abstract

The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.

Published in	Science Journal of Education (Volume 9, Issue 6)
DOI	10.11648/j.sjedu.20210906.11
Page(s)	181-197
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Online Course, In-Class Course, Teaching Quality, Comparative Study, Situational Learning

References

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[4]	Han Yedan, Guan Ziwei, Wang Ziyan, Zhao Zongyin, Li Hongshan (2017). The effectiveness of college students' online course learning and the problem of its rectification. Educational Modernization, 4 (29), pp. 92-94+98.
[5]	Ma Zhikai, Huo Qian, Liang Yang, Sang Yongying, Zhao Shupeng, Wang Huiqiang (2020). Questionnaire survey and analysis on the quality of online teaching in agricultural colleges and universities--Taking the specialties of vehicle engineering, energy and power engineering in Agricultural University of China as an example. Agricultural Technology & Equipment, (04), pp. 108-109.
[6]	Zhang Tiankan (2020). Online courses cannot replace in-class teaching, but the effect remains to be tested in practice. Beijing Science and Technology Journal, 2020-06-01 (004).
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[8]	Du Hongyan, Liu Baoyin, Zhang Huizhi, Chen Xiangyu (2021). An Analysis of the Situational Matching of Online Classroom Learning Effect of University Students during Epidemic Prevention and Control—Based on s Survey of 9 Cities (Prefectures) in Guizhou Province. Journal of Hebei North University (Social Science Edition), 37 (02), pp. 113-116.
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APA Style

Yue Qin, Di Lv, Yinzi Feng. (2021). Comparative Study on the Effects of Online Courses and In-Class Courses. Science Journal of Education, 9(6), 181-197. https://doi.org/10.11648/j.sjedu.20210906.11

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ACS Style

Yue Qin; Di Lv; Yinzi Feng. Comparative Study on the Effects of Online Courses and In-Class Courses. Sci. J. Educ. 2021, 9(6), 181-197. doi: 10.11648/j.sjedu.20210906.11

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AMA Style

Yue Qin, Di Lv, Yinzi Feng. Comparative Study on the Effects of Online Courses and In-Class Courses. Sci J Educ. 2021;9(6):181-197. doi: 10.11648/j.sjedu.20210906.11

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@article{10.11648/j.sjedu.20210906.11,
  author = {Yue Qin and Di Lv and Yinzi Feng},
  title = {Comparative Study on the Effects of Online Courses and In-Class Courses},
  journal = {Science Journal of Education},
  volume = {9},
  number = {6},
  pages = {181-197},
  doi = {10.11648/j.sjedu.20210906.11},
  url = {https://doi.org/10.11648/j.sjedu.20210906.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.11},
  abstract = {The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.},
 year = {2021}
}

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TY  - JOUR
T1  - Comparative Study on the Effects of Online Courses and In-Class Courses
AU  - Yue Qin
AU  - Di Lv
AU  - Yinzi Feng
Y1  - 2021/11/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210906.11
DO  - 10.11648/j.sjedu.20210906.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 181
EP  - 197
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210906.11
AB  - The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.
VL  - 9
IS  - 6
ER  -

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Author Information

Yue Qin

School of Wealth Management, Ningbo University of Finance and Economics, Ningbo, China
Di Lv

School of International Business and Trade, Ningbo University of Finance and Economics, Ningbo, China
Yinzi Feng

School of Finance and Information, Ningbo University of Finance and Economics, Ningbo, China

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Plain Text BibTeX RIS

APA Style

Yue Qin, Di Lv, Yinzi Feng. (2021). Comparative Study on the Effects of Online Courses and In-Class Courses. Science Journal of Education, 9(6), 181-197. https://doi.org/10.11648/j.sjedu.20210906.11

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ACS Style

Yue Qin; Di Lv; Yinzi Feng. Comparative Study on the Effects of Online Courses and In-Class Courses. Sci. J. Educ. 2021, 9(6), 181-197. doi: 10.11648/j.sjedu.20210906.11

Copy | Download

AMA Style

Yue Qin, Di Lv, Yinzi Feng. Comparative Study on the Effects of Online Courses and In-Class Courses. Sci J Educ. 2021;9(6):181-197. doi: 10.11648/j.sjedu.20210906.11

Copy | Download

@article{10.11648/j.sjedu.20210906.11,
  author = {Yue Qin and Di Lv and Yinzi Feng},
  title = {Comparative Study on the Effects of Online Courses and In-Class Courses},
  journal = {Science Journal of Education},
  volume = {9},
  number = {6},
  pages = {181-197},
  doi = {10.11648/j.sjedu.20210906.11},
  url = {https://doi.org/10.11648/j.sjedu.20210906.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.11},
  abstract = {The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Comparative Study on the Effects of Online Courses and In-Class Courses
AU  - Yue Qin
AU  - Di Lv
AU  - Yinzi Feng
Y1  - 2021/11/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210906.11
DO  - 10.11648/j.sjedu.20210906.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 181
EP  - 197
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210906.11
AB  - The outbreak of COVID-19 at the beginning of 2020 has formulated a totally different teaching situation for most of Chinese Universities/Colleges, because inevitably online courses took the leading role in teaching by replacing in-class courses at the beginning of that semester, then in a parallel teaching mode after students' returning to school. This research conducted a comparative study on teaching quality of online courses and in-class courses under this specific background from Chinese college students' perspective by using in-depth interviews and the online questionnaire. This study finds that the quality of online courses is not as good as in-class courses at present, but with a small gap to improve, indicating a positive affirmation and encouragement of improvement for online courses. Furthermore, teaching paradigms have significant impacts on imparting knowledge. Teaching paradigm is the "catalyst" and "accelerator" on the basis of the teachers' own professional knowledge, which facilitating both teaching and learning. Finally, different learning atmosphere (online courses / in-class courses) is a significant factor in explanation of different effects and influences on both teachers and students. A more advanced network technology is needed to create a more interactive and communicative "learning atmosphere" of online courses, thus gradually improving the effect of online courses.
VL  - 9
IS  - 6
ER  -

Copy | Download