Online Teaching amid COVID-19: The Case of Zoom
Online Teaching amid COVID-19: The Case of Zoom
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COVID-19 期间的在线教学：Zoom 的案例
DOI：
10.1109/educon46332.2021.9453918
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Ratan Dey
中科院分区：
文献类型：
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作者：
P. Spathis;Ratan Dey
自2019冠状病毒病疫情爆发以来，全球的教师和学生都面临着从面对面教育转向远程教育的挑战。由于大学临时关闭，通过视频会议平台进行同步在线教学一直是大多数教师的首选。在本文中，我们报告了我们的经验教学的在线课程使用变焦视频会议平台。我们对在线同步教学进行了两方面的分析：1）我们首先将Zoom提供的参与和反馈功能与传统的课堂互动进行了比较。我们发现，有些功能是具有挑战性的，以移调到传统的面对面的课堂设置，而其他可能需要额外的硬件和软件。2)我们分析了Zoom的注意力跟踪工具，并评估了注意力分数作为有效分级指标的有效性。我们的研究结果表明，学生的注意力之间没有明显的关系，衡量变焦和他们的表现。我们还表明，使用录音增加，而注意力下降，在现场上课。
Since the beginning of the COVID-19 pandemic, instructors and students worldwide have been faced with the challenges of shifting from face-to-face to remote education. Due to universities short notice closure, synchronous online instruction through videoconferencing platforms has been the favoured choice for most instructors. In this paper, we report on our experience teaching an online course using Zoom videoconferencing platform. We conduct a two-fold analysis of online synchronous teaching: 1) We first compare the engagement and feedback features offered by Zoom with traditional classroom interactions. We show that some features are challenging to transpose to traditional face-to-face classroom setting while others may require additional hardware and software. 2) We analyze Zoom’s attention tracker tool and evaluate the effectiveness of the attentiveness score as an effective grading metric. Our results show no apparent relationship between the students’ attention as measured by Zoom and their performance. We also show that the use of recordings increases while attention decline during live classes.