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Problem and goal. The development of mass open online courses contributes to the increasing attention of students to them. At the moment, there are many large services that provide online training, but there are no clearly defined universal requirements for such courses. Also, along with this problem, there is a fairly high level of rejection of the course at various stages due to the loss of motivation to continue training. Methodology. A variant of solving these problems by using adaptive learning technologies on the example of a course on learning artificial neural network technologies was considered. Results. In the process of reviewing the issue, the topics of the online course sections were determined. As a result, a work plan was drafted and the most relevant ways to solve the identified problems were formulated. Conclusion. The developed strategy can help with further elaboration and testing of the designed course and can be applied to any mass open online course.

This paper presents the designing of an online course to teach anaphora in English and Spanish as foreign languages. Anaphora is a discursive mechanism that contributes to textual cohesion. Instead of repeating the same nouns in their texts, speakers can use different pronouns or even ellipsis to improve communication. Each language has its own anaphoric system, which can be very distinct from null-subject languages, such as Spanish, to non-null-subject languages, such as English. Focusing on this topic, a two-week course was designed and taught in 2020 at the Federal University of Rio Grande do Sul (Brazil) and at the University of Algarve (Portugal) to language undergraduate students. The first lesson was an introduction to the concepts of cohesion, anaphora, and the pronominal system in the target language. These topics were further explained in the second lesson, which was also about ambiguity. The activities included: educational videos; tools for corpus analysis and coreference resolution; discussion forums; short answer, matching, and multiple-choice exercises; hyperlinks to more videos, texts, and exercises. Students’ knowledge of anaphora was assessed in a pre-test and in three post-tests (discussed in another article), and the results were compared between experimental and control groups. The teaching module improved learners’ comprehension of written texts and could be adapted to teach anaphora in other languages.

Today's business has become something complex. Various factors interact with each other and make business unpredictable. Research is an effort to develop knowledge, develop and test theories. The research objective is an effort to develop knowledge, develop and test the theory. Research activities in practice are likely to include multidisciplinary research and a combination of the application of multiple research methods. In practice, research can be carried out in multi-disciplinary and is a combination of several research methods. The function of research is to find explanations and answers to problems and to provide alternatives to the possibilities that can be used to solve the problem. On that basis, a systematic method is needed in overcoming various problems that arise in the business. The business research method is a systematic method that is useful for researching various aspects related to business. Statistics and research methods training aims to provide a better understanding of business research. The research methods discussed in this training are Structural Equation Modeling (SEM) and Soft System Methodology (SSM). This community service activity produces changes following the set output targets, increasing participant knowledge to help compile business research. The results of the evaluation of the implementation of training in business research methods for students, lecturers, researchers, and practitioners, show that the level of understanding becomes better after attending the training and has the motivation to conduct research with quantitative and qualitative approaches. Participants can also run the SEM LISREL application independently.

Due to the epidemic, online course learning has become a major learning method for students worldwide. Analyzing its massive data from the massive online education platforms becomes a challenge because most learners watch online instructional videos. Thus, analyzing learners’ learning behaviors is beneficial to implement personalized online learning strategies with sentiment classification models. To this end, we propose a context-aware network model based on transfer learning that aims to predict learner performance by solving learners’ problems and improving the educational process, contributing to a comprehensive analysis of such student behavior and exploring various learning models in MOOC video interactions. In addition, we visualize and analyze MOOC video interactions, enabling course instructors and education professionals to analyze clickstream data generated by learners interacting with course videos. The experimental results show that, in the process of “massive data mining,” personalized learning strategies of this model can efficiently enhance students’ interest in learning and enable different types of students to develop personalized online education learning strategies.

Merrill’s first principles of instruction (FPI) are considered as fundamental principles for improving instructional effectiveness regardless of context, approach, or audience. However, very little research explores in detail the process of implementing FPI in course design. In this case study, we provide specific descriptions of how we applied Merrill’s FPI in an online course redesign project. Using the rapid prototyping approach, we analyzed the needs of the redesign project, developed the project objectives and plans, and conducted a parallel processes of design, development, and implementation of the new course features. Thirteen redesign tasks were identified, prioritized, and completed to enhance the application of FPI. Students indicated in the course evaluation forms that the redesigned course presented the connections between theories and practice more effectively. We discus this study’s implications for the application of FPI and the rapid prototyping model and make suggestions for future research.

Owing to the COVID-19 pandemic, all teachers’ training courses scheduled for summer 2020 had to transition to online formats. For the arts-integrating course “Teaching Chemistry by a Creative Approach”, this shift jeopardized the course’s essence, since learning by this approach is based on creative, hands-on, and active learning. Here we describe how the course format and contents evolved from a planned face-to-face format to an adapted, successful online learning experience. Two main goals were considered during the adaptation process: (1) making available to teachers the theoretical and practical backgrounds necessary to internalize the arts-integrating approach through creative, active learning strategies, and (2) providing teachers with actual tools through which they can rethink and develop their own teaching materials to suit remote teaching by incorporating supporting neuropedagogical aspects. Evaluating the immediate and follow-up questionnaires, as well as the assessment of teachers’ course assignments, suggests that the online course successfully preserved the essence and the main objectives of the original course, that the course was useful for remote teaching, and that it seems to have had an impact on teachers’ practices. We attribute this impact to the well-thought-out process of adapting the course to promote creative, active online teaching and learning. In addition to modifying the course’s format, this process expanded the arts-integrating approach to acknowledge the inherent difficulties in learning chemistry, existing also while learning online. We propose this process as a model to be used by educators to rethink and adapt their own practices to improve distance chemistry teaching and learning.

The advent of the web2.0 era has prompted big data in education to integrate many high-quality online course resources, providing a good platform for college students to carry out mobile learning and blended learning. The rapid development of mobile learning has changed it from an auxiliary and optional learning mode to an available and inseparable learning mode. During the epidemic period, mobile online learning mode has shown diversified characteristics with a wide range of learning platforms. As a new learning mode, mobile blended learning has been accepted and used by more and more learners and has become an important development direction of higher education in China and the world.

The paper analyzes the possibilities of using Google Analytics in the study of students' learning behaviour and for the design of online courses. Specifically, it analyzes data from an information literacy course for high school students. The paper use data from an online course for high school students between 1 February 2020 and 16 September 2020. There are a total of 785 unique visitors whose behavior on the web was the basis for our analysis. We also use information from 7 semi-structured interviews with teachers and from 2 focus groups with students (14 students) to interpret the data.

One of the most important questions posed by faculty and curriculum designers is, what content should be included in my online course design? To answer this question, it is important to reflect on ...

In today’s modern world, the pace of technological development can be con-sidered exponential. Education must constantly adapt to this dynamic devel-opment. It must be able to innovate, to use modern tools and methods that are effectively integrated into the learning process. Education should provide an appropriate learning environment to meet changing needs, one way of which is e-learning. This environment can be an excellent support for the learning process; however, it will hardly be effective without developing the right student learning attitude. The e-learning environment gives freedom and independence to the individual, at the same time. For the learner's individual endeavor to be successfully completed as expected, control and continuous feedback are needed. One way to do this is through self-quizzing. Self-quizzes, divided into units, related to the learning material, with appropriate difficulty and amount, can help to understand and engrave the processed material, and thus improve the effectiveness of learning. Self-quizzes create the opportunity for imme-diate feedback, which is a very important feature of an e-learning environ-ment. According to many scientific research, immediate feedback can greatly help maintain interest and motivation, and quizzes are suitable tools for this purpose. In our research, we sought to answer the question of how the continuous, self-monitoring practice opportunity provided by online quizzes affects stu-dent achievement. In the case of an online course held at the University of Dunaújváros in 2019, we examined whether students who continuously per-form self-quizzes will be more effective by the end of the learning process than their peers who are less receptive to independent self-quizzing. We also addressed the effect of the nature of time spent on self-reflexive quizzing on learning success.

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university. Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies.

Digitalization of education and the development of electronic pedagogy as a branch of pedagogical science are the conditions that actualize the analysis of online courses application mo-dels which is the purpose of this study. Based on the analysis of scientific pedagogical literature, the article addresses the typology of online courses integration models implemented in the traditional (face-to face) educational process. The author has studied and summarized the various approaches to selecting integration models of online courses in Russian and foreign scientific and pedagogical literature and developed a typology of patterns of online courses application based on three criteria: the organization of the educational process (characteristics: the character of the online course incorporating in the educational process, a way of organizing the educational process), the contents of traditional face-to-face and online components in the learning content (characteristics: a change in the structure of educational process, forms and methods of training), and the organization of interaction between the subjects of the educational process (characteristics: organization of pedagogical support, organization of pedagogical interaction between the subjects). This approach made it possible to pinpoint thirty-four models of online courses application and integration. Each model implemented in practice can be identified unambiguously when typologizing by one characteristic of the corresponding criterion and refer to several types when considering its different characteristics.

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

This paper explains how a graduate online course has been designed, redesigned and continuously refined in the last decade, applying the Quality Matters (QM) Framework and Universal Design for Learning Principles (UDL). To improve the course design, the course designers and instructors are engaged in a reflective process of examining relevant factors, including external contexts that demanded changes in the course, the course’s existing features, learner characteristics and needs, and the nature and requirements of the course content, activities, assessments. The paper provides detailed descriptions of the design process, as well as the modifications and changes made for the course over years and demonstrates how the design features adheres to the UDL principles.

The sphere of education has been recently facing gradual changes in approaches and attitudes of all its participants to the process of studying. Rapid digitalization together with global life challenges such as the Covid-19 pandemic gets technology to be used together with traditional means of education in order to meet the needs of today's learners not only in a painless but also in a favourable way. The article considers the necessity to modernize the traditional process of studying and optimize it for learners, who deal with individual or forced distance study, caused by the pandemic as well. The up to date change implementation can be possibly accomplished with the help of specialized applications and web systems, particularly the online course platform Canvas, which stands in the focus of our paper. Previous studies and researches connected with similar and / or the same platform are mentioned briefly. The article also reveals technical capability and features of the Canvas system, presents the investigation of its conformity with students’ current needs through our analysis of its advantages and disadvantages and describes its pros and cons not only from the point of view of students, who are considered to be the representatives of the main category or platform users, but also considering teachers’ experience and impressions of Canvas as a primary or a subsidiary educational system with courses. The readers of this article may get acquainted with the main elements of the Canvas platform structure, learn about their characteristics and decide whether to approve or disapprove such an alternative to outdated course attendance. Furthermore, the research includes a survey conducted among 50 students, who had already used the platform in appliance with their curriculum and were asked to share their impressions starting from logging in to giving an overall review of this concentration of online courses. In the final analysis we provide the readers of the article with a general conclusion about the platform, its conformity with the requirements of the educational system and learners’ needs specifically.

Digital tools in healthcare have been rapidly emerging over the past decade, with these tools consisting of clinical decision support systems, diagnostic tools or educational materials, such as e-learning courses. eHealthResp comprises an online course, primarily aiming to support physicians and pharmacists on the management of upper respiratory tract infections. In order to assure the quality of the online course, not only in terms of scientific content, but also in terms of user-friendliness, it shall be evaluated by a group of pilot users prior to its implementation. This article focuses on the usability assessment of the eHealthResp online course by community pharmacists, in order to efficiently determine and maximize its educational impact and overall user-friendliness. A questionnaire, based on the System Usability Scale, was distributed among pharmacists, giving them the opportunity to fully explore the website. Overall, pharmacist’s evaluation/experience on the usability of the eHealthResp online course was rated excellent (mean score of 83,75 points), with individual scores ranging from 55 to 100 points on a 1-100 scale, together with positive overall assessments regarding ease of use, complexity, functionalities integration and consistency.

MOOC is a new means of knowledge dissemination based on the Internet. MOOC can avoid the restrictions on the number of students and learning time and space, facilitate students’ autonomous learning anytime and anywhere, and become an assistant for teachers to carry out teaching. MOOC pays more attention to providing students with online learning resources, and its application in teaching has certain limitations or deficiencies. It is not convenient to carry out personalized teaching for specific class requirements, online attendance check and other classroom teaching activities. MOOC does not divide pre class, in class and after class according to teaching requirements, which is not convenient for arranging preview and real-time monitoring of class students’ learning progress and academic performance analysis. SPOC based on MOOC not only inherits the advantages of the latter, but also overcomes its limitations. It is more conducive to carry out mixed and personalized teaching for classes, organize classroom online teaching activities, and evaluate class learning progress and situation. According to different characteristics of MOOC and SPOC, it is more appropriate to adopt MOOC for public elective courses and open courses to the society. For specific classes inside and outside school, SPOC is more appropriate, which can make full use of its more balanced function of learning and auxiliary teaching, so as to carry out mixed teaching and improve teaching quality.

During the Covid-19 pandemic, education and training activities began to shift to online classes. The problem is, the training carried out is only limited to theory-based training, not practical training. The current situation raises new possibilities in changing the learning method to fully online classes, with the character of vocational education, namely student-centered learning. The expected advantage is that education can be applied anywhere, this article explains how education providers develop research and development with the ADDIE method to analyze curriculum and learning models by promoting project-based learning methods where students are expected to be able to develop actively in learning. The TRBU Study Program designed the Arduino IDE microcontroller online training using free TinkerCad simulation with asynchronous learning materials through the LMS and supported by online classes using the zoom application. The results showed that 42.9% of students have high interest in online workshop and 92.9% agree that this online course needs to be re-implemented.

As a result of the installation of the COVID-19 (coronavirus disease 19) pandemic, online education has become an important teaching alternative, and new challenges about how to teach were found. Here we report our experience in offering an online course to review Human Physiology. We proposed synchronous and asynchronous activities using different online tools to address topics considered key to understanding the different systems of human physiology. The students considered important the use of this type of methodology, which uses different online tools to help understand the Human Physiology contents. The students highlighted the use of the Lt platform, Zoom, Mentimeter, and YouTube as the preferred online tools to use in physiology learning.

The objective of the work was to assess the possibilities and effectiveness of completing the international advanced dermatoscopy training in the format of an online course under quarantine conditions regarding COVID-19.Material and methods. An international online course (seminar) “Dermatoscopy - Intermedium” by the association “Dermatologists Against Skin Cancer” (Latvia), was chosen for advanced training under quarantine conditions, which took place from April 20 to April 24, 2020 (20 academic hours). The course was organized in the online format due to modern innovative information and communication technologies - ZOOM video conference.Results. According to the online course program, there was discussed observation of the benign and malignant melanocytic and non-melanocytic skin neoplasms, dermatoscopy of chronic dermatoses, rare tumors, etc. owing to interactive interaction. The practical part was worked out in view of an analysis of the clinical cases simulator. The real clinical cases following with the detailed discussion in their dynamics and the demonstration of high-quality photo-illustrative material were presented to listeners. The online course “Dermatoscopy - Intermedium” was completed by evaluating the acquired knowledge due to solving a set of 30 clinical situational tasks by each participant of the course and obtaining the certificates.Conclusions. The experience of passing the international online course / seminar “Dermatoscopy - Intermedium” testifies about the availability, the efficiency and the convenience of the remote form of advanced training of a dermatovenerologist under quarantine conditions. The acquired knowledge on dermatoscopy will contribute to the detection of the early stages malignant skin neoplasms and the usage of this additional diagnostic tool for the differential diagnosis of dermatoses.

Due to tremendous reception on digital learning platforms, many online users tend to register for online courses in MOOC offered by many prestigious universities all over the world and gain a lot on cutting edge technologies in niche courses. As the reception of online courses is increasing on one side, there have been huge dropouts of participants in the online courses causing serious problems for the course owners and other MOOC administrators. Hence, it is deemed necessary to find out the root causes of course dropouts and need to prepare a workable solution to prevent that outcome in the future. In this connection, the authors made use of three machine learning algorithms such as support vector machine, random forest, and conditional random fields. The huge samples of datasets were downloaded from the Open University of China, that is, almost 7K student profiles were extracted for the empirical analysis. The datasets were loaded into a confusion matrix and analyzed for the accuracy, precision, recall, and f-score of the model. © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

This article presents the concept, implementation and results of the project "OpenGeoEdu", an open and web-based educational resource on Remote Sensing and GIS. OpenGeoEdu is focused on the use of open geodata in spatially oriented study courses. Teachers and students in the German-speaking countries are to be offered an open learning environment hoping to increase the motivation of students and researchers by dealing with current societal relevant issues. OpenGeoEdu is available at www.opengeoedu.de, has been offered as a MOOC since October 2018 and is being continuously expanded and developed. In addition, an umbrella portal of the portals on open geodata is available to quickly get an overview of the data offered. Four partners from universities, non-university research institutions as well as federal research authorities with R&D tasks are collaborating in this project offering case studies for teaching and education based on their experiences in a wide range of spatial applications.

This paper describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) (Johns, 1991), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction. Learners’ usage of the SPOC platform and their quantitative and qualitative perceptions of the course are described for the reader. The paper also outlines certain conceptual and methodological challenges involved in taking DDL instruction online.

Computer network security has become an important issue in recent decades, the government and several international organizations have invested in professional education and training for computer network security. In addition, with the increasing incidence of computer network security crimes, the government and several organizations have taken precautions by providing training to students about computer network security. Some parties develop learning models that are suitable for students and find appropriate learning methods to produce professionals in the field of computer network security that is more effective. The purpose of this study is to design a framework-based Learning system in the form of an Adaptive Online Open Course in Computer System Security Subjects for Information Technology (IT) students. The benefits of this framework are to enhance students' skills and abilities in industrial-based computer network security, startup companies and the ability to complete CTF competitions in IT network security. The framework designed is Adaptive in which students learn according to the interests and topics of Computer Network Security. Interest-based on students in completing the pretest per topic. Testing in this study is testing the impact and improvement of students' learning abilities and skills on Computer Security and Security System Competence testing in a small group consisting of 20 students by seeing the success of completing 3 CTF Topics with each topic totaling 100 computer network security problems in the CTF competition, the average validation result was 83.01% and the CTF exam passing rate was 93%

The article considers the essence of development and dissemination of distance learning as an innovative technology in the Ukrainian and foreign education space in the context of the historical and pedagogical approach. The authors study the conditions of implementation of this education technology, teaching aids and features of teaching. An important point of the article is the analysis of the genesis of the educational process at different stages, positive and negative aspects of distance education, as well as the authors' own practical recommendations for using modern distance learning platforms taking into account the needs of education and information environment. A large number of works in modern general and professional pedagogy are devoted to the study of such an innovative education technology as distance learning. Using comparative and descriptive research methods, the history of this phenomenon in education is considered, the main pedagogical categories are identified, the advantages and disadvantages of the distance education application and difficulties of this technology implementation are identified. Despite the high level of the problem elaboration and introduction of distance learning in modern education, there is a need, taking into account modern realities, to analyse the significance and essence of this innovative approach in more details. The authors of the article consider modern distance learning platforms in terms of intensification of foreign language and other humanities learning. The necessity of distance education technologies implementation under conditions of modern technogenic civilisation is proved, when traditional models of organisation of the educational process fail to satisfy the education needs of a large number of population. The result of the work is a substantiated statement of the authors about the necessity to combine traditional and distance learning models to ensure the competitiveness of the modern educational process.

PurposeInteraction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused on the quantity of online learning interaction content (OLIC) from the perspective of types or frequency, resulting in a limited analysis of the quality of OLIC. Domain concepts as the highest form of interaction are shown as entities or things that are particularly relevant to the educational domain of an online course. The purpose of this paper is to explore a new method to evaluate the quality of OLIC using domain concepts.Design/methodology/approachThis paper proposes a novel approach to automatically evaluate the quality of OLIC regarding relevance, completeness and usefulness. A sample of OLIC corpus is classified and evaluated based on domain concepts and textual features.FindingsExperimental results show that random forest classifiers not only outperform logistic regression and support vector machines but also their performance is improved by considering the quality dimensions of relevance and completeness. In addition, domain concepts contribute to improving the performance of evaluating OLIC.Research limitations/implicationsThis paper adopts a limited sample to train the classification models. It has great benefits in monitoring students’ knowledge performance, supporting teachers’ decision-making and even enhancing the efficiency of school management.Originality/valueThis study extends the research of domain concepts in quality evaluation, especially in the online learning domain. It also has great potential for other domains.

Online course videos are the main carrier of online teaching. In order to improve the quality of online teaching and strengthen teachers’ information literacy, this study summarizes the advantages of online courses based on the characteristics of the times and key points of teaching design. Meanwhile, this study discusses the transformation of teachers’ mentality, analyzes the types of shooting suitable for online course videos in the era of integrated media, explores the design and specific production process of innovative online course videos, and provides references and suggestions for the majority of online teaching teachers.

In this practice report, we present how, in the face of Covid-19, we have transformed a traditional case study into an interactive online case study. This was done during a six-week course from mid-March to May, which had to be reinvented at the last minute as a fully online course. We present the advantages and limitations of this transition and the areas for improvement for the future., Dans ce rapport de pratique, nous présentons comment, face au Covid-19, nous avons transformé une étude de cas traditionnelle en une étude de cas interactive en ligne. Cela a été fait pendant un cours de six semaines de la mi-mars à mai, qui a dû se réinventer à la dernière minute en tant que cours entièrement en ligne. Nous présentons les avantages et limites de cette transition et les pistes d’amélioration pour l’avenir.

Based on the design and experience of “digital circuit” online course, this paper analyzes the existing problems in teaching and rethinks how to impart knowledge and skills more effectively in the network environment. Apply a heuristic approach to digital Circuits and Systems Design. In practice, the complex design problems are solved step by step through the idea of “question heuristic consideration-solution” by adopting four steps of “raising questions”, “enlightening thinking”, “bifurcating solutions” and “comparative analysis”. The teaching intention, teaching design and teaching behavior should be comprehensively reflected and improved, to improve teaching behavior and improve teaching ability. The teaching practice shows that heuristic teaching has achieved good teaching effect and is worthy of further promotion.

An online course with ten virtual and remote laboratories on automatic control specifically designed to cover all the curricular experimentation needs in the ”Systems and Control engineering” Master program from UNED-UCM is presented.

This work describes two open source and low-cost online laboratories to explore the field of planar robotics and the tools used to create them. Each lab contains two versions: a simulation lab and a remote lab, both ready-to-use within an online course or available to be built by the students. Additionally, the reduced cost of the remote lab allows students to make it at home as a classical hands-on system. This last do-it-yourself approach provides them the means to gain experiential knowledge and perform tasks related with control, electronics, robotics and programming.

In view of the problems existing in the current research and development of online course platform, such as the lack of humanization and personalization, the lack of high relevance of course related modules, and the lack of integration of related theories, this paper takes the urban rail transit service English as an example, studies the design of online course platform based on genetic algorithm, and deeply discusses the integration framework of knowledge management and online course. The prototype system well reflects the knowledge management of system level and individual level.

With the development of "Internet + education", the informationalized teaching mode, teaching resources and teaching design have been integrated into daily teaching activities. So the digital teaching evaluation model should also match the trend of teaching development, especially after the outbreak of the new crown disease in 2020, in order to ensure the normal progress of education, our country implemented online course teaching. At the same time, the teaching evaluation model was still using the traditional model which didn't conform to the teaching development trend. The establishment of a digital teaching evaluation model is necessary to match the information-based teaching development trend. The paper, taking higher vocational English as an example, studies and designs the English digital evaluation model for higher vocational colleges based on Chaoxing teaching platform.

MOOC is a large-scale online course, which not only overturns the traditional concept of physical education and teaching mode, but also obtains great importance of the field of sports education in various countries and gets recognition both at home and abroad. The new teaching methods of MOOC were combined with the flipped tennis class in colleges for mutual learning; and with the help of MOOC courses, online tennis learning was carried out; and flipped tennis class was also investigated as a new teaching mode. Based on the network platform for teaching, it not only has been highly recognized by students, but also has achieved excellent learning results. However, the implementation of this teaching model will also be affected by many factors, and it is necessary to find how to build and make good use of MOOC courses.

This paper focused on computer network platform construction of mechatronics online course using the internet technology and made the research on corresponding teaching methods by this platform. The teaching method using hybrid teaching mode online and offline caused the students studying without time and the space restrictions [1]. To improve the teaching efficiency, this paper integrated the physical classroom with online course organically and took full advantage of both of them.

Online teaching requires moving beyond traditional models of pedagogy into new practices. There is no unique way to take traditional models and transfer them online. The research presented in this paper included the process of helping the teachers to develop teaching content in an online environment. This research aims to provide insight into experience gained from the design and delivery of an online course entitled ‘Instructional Design: Teaching for Teachers’, intended to improve teachers' knowledge and skills in using educational technology. The course was based on the studio-based learning approach, which implements the ADDIE model. A group of 6 primary and secondary school teachers from Bosnia and Herzegovina was involved in the research during July and August 2020.

The limitations due to the SARS-Cov-2 pandemic affected both interactions between people and work activities; particularly in the educational field. In fact, the students were forced to face the lessons from home, which did not bring problems in the understanding of theoretical aspects, but turned out to be a problem regarding the laboratory activities, since they did not have the possibility to test on real instruments what they learned in theory. In this sense, this article describes the development of a remote laboratory in augmented reality, which allows instruments to be faithfully replicated on any portable device available to the students. Furthermore, by exploiting the protocols typical of the Internet of Things, it is possible to guarantee proper control of the real workstation by interacting with the one in augmented reality.

Online courses market has provided an economical and easy access to knowledge. When it comes to make a decision related to purchase of online course, little is known about what attributes can be depended upon to guess the quality of an online course. Ratings for online courses act as a reliable signal for assessing the quality of a course. The study discusses the prediction of ratings for online courses using Artificial Neural Network based on Particle Swarm Optimization (ANN-PSO). The experimental results suggests that ANN-PSO model has the capacity to predict the ratings for online courses on the basis of its attributes with accuracy.

While online course offerings have been on the rise for many years, there was a rapid transition to online courses due to campus closures and social distancing protocols associated with the COVID-19 pandemic. This has caused significant disruption in traditional chemistry laboratory activities. In this chapter, features of various distance laboratory approaches options are presented, including wet chemistry and dry laboratory options. Because the existing research comparing effectiveness of these strategies is scarce, no attempt is made to argue the effectiveness of one modality over the other, but rather advantages and disadvantages of each method are presented and discussed. The best fit for a specific institution will depend on many factors that must be considered. © 2021 American Chemical Society. All rights reserved.