What are the similarities and differences between online course teaching evaluation and traditional classroom lecture-based teaching evaluation

I. Overview of the two forms of teaching

(a) traditional classroom teaching in the traditional teaching, classroom teaching is also called classroom teaching communication, is the same time teachers and students face-to-face public **** activities. Teachers write lesson plans based on the syllabus and organize teaching activities, the classroom has become a teacher and student information transfer and communication activities. Therefore, classroom teaching is the process of students to master knowledge, develop their abilities and form a unified realization of personality. Traditional teaching consists of four basic elements: teachers, students, teaching information, teaching media. From the introduction of the new lesson to the assignment, from the general content to the key points, from the teacher's guidance to the students' activities, from the questions raised to the possible answers, are included in the lesson plan of the teaching design. Instructional design in the traditional classroom is a systematic process, including how to write objectives, how to conduct task analysis, how to choose teaching strategies and instructional media, how to prepare criterion-referenced tests, etc. Instructional design is also a bridge between instructional theory and teaching practice.

(ii) modern distance education distance education development history of correspondence education, radio and television education, computer multimedia and network education based on modern electronic information and communication technology is the exploration of distance teaching and learning mode of innovation. Modern distance education refers to the modern form of teaching that mainly relies on Internet and computer technology, and realizes the learning objectives through the transmission and **** enjoyment of multimedia teaching information, as well as the remote interaction between teachers and students. Its essence is individualized teaching, and the traditional classroom group instruction is clearly different. The main features of modern network distance learning: (i) openness (2) technological sophistication (3) autonomy and flexibility (4) resources *** enjoyment.

II. Comparison between modern network distance learning and classroom teaching

(i) Teaching environmentTraditional classroom teaching requires a relatively low level of teaching and learning environment, using some simple carriers of knowledge such as paper textbooks, audio tapes and other simple carriers of knowledge, as well as chalk, blackboards and desks and chairs and other teaching equipment. This is an important reason why traditional classroom teaching has been able to continue and develop for centuries. With the high degree of development of science and technology, computers and multimedia network information technology in society, a large number of popularization and application, so that the traditional classroom teaching conditions have undergone radical changes, but also the rise of distance learning is the premise. Distance learning can set the picture, text, sound and image in one, can vividly carry out teaching activities.

(ii) teaching mode traditional teaching mode is generally the use of traditional teaching methods, to complete a specific teaching content of a classroom teaching form. It is characterized by the teacher's oral instruction, the board, students listen to the ear, notes. Teachers are able to understand the students' understanding of what they have learned based on the students' timely feedback, and adjust their teaching strategies accordingly to achieve the desired teaching objectives. In this mode of teaching, "the teacher is the center of teaching activities, the dominant teaching activity, the transmitter of knowledge, the students are the recipients of knowledge", the media is the tool of teaching, the textbook is the content of teaching, the syllabus is the syllabus of teaching, the teaching plan is the plan of teaching, the performance of the students is the reflection of the teacher's level of teaching, 'the classroom is the main teaching tool. 'The classroom as the main environment for teaching is the stage provided for teachers to perform. Modern network distance learning is an open-ended, student-initiated learning becomes an inevitable phenomenon. In line with the premise of the overall teaching objectives, students can be targeted to carry out learning; the curriculum and progress allowed to vary from person to person, students according to the individual situation, can be repeated learning, focusing on learning; students through the search, inquiry and processing of such a learning process, can improve cognitive and discursive skills, is conducive to the realization of the "individualized instruction It is conducive to the realization of "personalized teaching" and the development of students' intellectual potential. Teachers are also inevitably converted from the dominant position in the classroom into a guide for student learning.

(C) the teaching object of traditional education to the campus classroom teaching as the center, while the distance education is centered on student learning. Therefore, the traditional classroom teaching on the number of students, age or knowledge of the degree of relatively rigid requirements, do not allow a very different situation and substantial changes. Distance learning is not restricted in this regard, learning can be individual or collective, breaking the traditional classroom teaching on the learning object, the number of students, learning time of the various restrictions, so more suitable for universal learning, lifelong learning.

(4) The quality of traditional classroom teaching is directly related to the quality of individual teachers, and the ability to teach is limited by the number of teachers and the capacity of the classroom, so it is impossible to substantially improve and enhance. Distance learning is completely broken the number of teachers, teacher quality, classroom capacity and other subjective and objective conditions of the limitations of the subject content experts and educational technology designers *** with the composition of the creative group design, development, sending a variety of media learning materials and other educational resources environment, can make full use of a variety of high-quality teaching resources, so that the best teachers, in a wide range of lectures, the teaching capacity can be sustained, stable and rapid improvement, and high speed expansion in spatial distance and number of people educated.

Social needs and scientific and technological progress for the development of modern network distance learning form of development has laid an immeasurable prospect of development. However, no matter how convenient, flexible and practical distance education, due to the reality of conditions and the inherent laws of teaching activities, as well as some subjective factors, so that the form of classroom teaching will continue to play a role in the future for a long time. Whether it is a modern network of distance education or classroom teaching, to ensure that its good educational content at the same time, but also to consider how to make the best teaching effect, which can not be separated from the core technology of educational technology, an instructional design. Instructional design is a bridge that connects teaching theory and teaching practice, and its purpose is to promote learner learning and optimize teaching effectiveness. Since these are two different forms of teaching, there are some differences in their instructional design. The following is a comparison of the instructional design in these two different teaching environments from several major aspects.

Three, the comparison of two different forms of teaching instructional design

(a) goal design aspects in the instructional design of teaching objectives and learning objectives of the difference between the two kinds of instructional design is also a point of distinction. Teaching objectives represent the knowledge and skills that teachers expect learners to master in the learning environment; learning objectives are self-defined goals that learners set for themselves in the process of independent learning. While classroom instructional design is primarily concerned with predetermined instructional objectives, distance learning aims to support and assist learners in reaching their learning objectives, so instructional design in online distance learning is primarily concerned with learning objectives. Learning objectives can be formulated on the basis of school teaching hours, students' self-study material syllabus, or VOB on-demand system broadcasting, various online platforms for learning materials, and the activities of various teaching organizations. All of these determine the difference in their starting point for goal design, and the results of the design will be different.

(2) teaching content analysis teaching content analysis not only to solve the problem of "what to teach", but also related to "how to teach". Classroom teaching design, teaching content is planned by the educational administration or training institutions, requiring students to systematically learn the sum of knowledge, skills and behavioral experience. It is embodied in the teaching plans, syllabi, textbooks and teaching software prepared by people. In distance education, the content of instruction can be determined by the instructional designer according to the learning needs of the learners. Determination of teaching content is not subject to uniform regulations, that is, the determination of teaching content has the flexibility.

All the activities of instructional design are designed to promote the learning of learners, therefore, in order to obtain a successful instructional design, it is quite important to analyze the learners. The analysis of learners includes: general character analysis, learning style analysis and initial ability analysis. Classroom teaching due to the limitations of teaching conditions, it is not possible to fully reflect the teaching of students, learner analysis is mainly the analysis of the general characteristics of the class and the analysis of the overall initial ability of the class, and in the modern network distance education environment, the teacher himself as a source of information is no longer the advantage of the prominent, the learner can also be accessed from the multi-media courseware is richer, more diversified learning resources, which in itself has a considerable attraction to the learners. These resources themselves have considerable attraction to the learners, coupled with the means of access to learning resources is an extremely popular socialization of the behavior of the Internet, which can greatly mobilize the learners' enthusiasm for learning and active participation. Learners' independence, creativity and autonomy will be greatly promoted, rich learning resources and the diversity of expression also objectively create conditions for individualized learning and personalized learning, making it possible to teach students according to their aptitude, so it is extremely important to fully analyze the learners in the environment of modern network distance education and find out their personality differences, i.e., the analysis of learning styles. Mainly on the analysis of the age characteristics of learners, the age range of learners of distance education is generally between the age of 2O a 4O years is an adult as the basic team of the learning army, they are the same connotation and extension of adult learning.

Distance education learners, first, the maturity of the nervous system, brain and intelligence, a variety of conditioned reflexes are relatively stable; the second is the maturity of the various parts of the body organs, the level of intelligence has a certain rise. In general, distance education learners have a more suitable for self-study of the intellectual and physiological basis, while memory will be an important issue affecting distance education learners.

(C) teaching strategy design teaching strategy refers to the overall thinking, planning and strategy to achieve the teaching objectives and teaching activities such as procedures, methods, forms and media and other factors. Effective teaching strategies can better play the role of teaching theory specific and teaching activities generalized.

1. Teaching mode teaching mode, is to reflect the specific teaching theory, in order to maintain the relative stability of teaching, and the structure of teaching activities. Classroom teaching model, is the educational model of teaching for the student class. Of the two instructional designs, the classroom model is improved by equipping each student with a multimedia computer in the student section. The teaching process is carried out in the multimedia network classroom, the teacher interacts with the multimedia computer demonstration system, and can also be arranged according to the need for students to independently access the Internet to interact with the multimedia computer, the storage of the classroom palm teaching mode, this arrangement is very necessary. For example, to provide students with the opportunity to learn, so that students find out the answer by themselves and so on. Improved classroom teaching model is composed of teachers, students, multimedia presentation equipment, textbooks, multimedia teaching materials and online resources and other parts.

Individualized teaching mode, is the students through the multimedia computer using the network to transfer the film j multimedia teaching resources for self-study a way of learning, its composition is relatively simple, mainly by the students, multimedia computers, multimedia resources, three parts. This teaching mode is the main mode of distance education.

Group learning mode (also known as collaborative learning mode), this mode of learning there is a kind of organizational structure about the student group. One is the relationship of group cooperation; its is the relationship of group competition; the third is the relationship of individual solo. Comparatively group collaborative grouping relationships can have the utility of positive interactions between groups of students and improve the overall effectiveness of teaching and learning. Group learning mode, learning group (learning >] group of primary and secondary schools to 4-6 people appropriate, the university to 2 people appropriate) this mode of teaching in the classroom and network distance learning are more advocate the application of a mode of teaching.

Collaborative teaching mode, which is the current trend of development, but also the direction of research, is the realization of the educational ideology, the implementation of education for all and in-service continuing education is an important means, but also modern educational technology is currently an important area of research. Network collaborative teaching system for distance education provides the conditions for access to teaching resources, value-added, is currently a more ideal model of distance education.

Distinguished from traditional education, distance education is more individualized characteristics of learning, learning by the learner control, the design of the learning process, in particular, to focus on the design of learning support for learners. First, there should be a more specific to the individual specific to guide the specific guidelines.

Highlighting the learning objectives, learning the key points of difficulty, guidance on how to control the learning process, the effective allocation of learning resources time. Second, there should be the development of learning ability. Kari learning different content appropriate to use different learning skills, how to effectively carry out self-study, group learning and learning with teachers as a resource. This requires that the learning process be designed in such a way that there are multiple ways and forms of interaction between teachers and students, and between learners. Lan is to help learners to learn self-regulation. Learners should learn to self-evaluation, and according to the feedback, timely adjustment of the objectives, content, methods and progress, in order to make learning more in line with individual characteristics.

2. Comparison of the design of several interaction modes Whether in classroom teaching or in modern network distance learning, there are three kinds of interaction modes: student-media, student-teacher, and student-student. In classroom teaching there is face-to-face interaction, in the modern network environment, the network can use some way of technology to connect the teacher and the student, the student and the student in two or more participants in a timely manner, so that the interaction between the interactors at the same time two-dimensional or multi-dimensional participation. However the interactors form a ****similar virtual context of activity between them.

The interaction in the network environment has the following characteristics, namely, the variety of objects, the variety of interactive content, the variety of interaction methods, the variety of symbols used, the initiative of the interaction, the interaction of the delay, etc. In the network environment, students become the main body of the choice of courses and the study time is more independent and flexible, and the interaction occurs through the computer network to realize. It is very different from the interaction in the classroom teaching environment.

In the distance education environment, students one by one media this mode of interaction allows students to self-determined time, the right place, in a way that suits their own learning through the designated courseware, students through the online query and read the information in the online database:

Call the network courseware simulation teacher to guide students to learn. Students take the initiative to learn, but the wide range of teaching information, compared to in the classroom teaching students can easily lose their way, to learn to provide navigation information is extremely important. Teaching courseware should not only give the focus of teaching, should also raise questions and give the corresponding network information resources and its bibliography. Students a teacher this mode can be completed in real-time teaching and answering questions and other teaching activities, there are two kinds of synchronous and asynchronous, asynchronous can mainly use EMAIL, synchronous mainly using electronic conferencing, electronic blackboard and other forms. Student-student interaction between students and students can usually be synchronized, i.e., electronic blackboards, relay sessions, multi-user goal-oriented systems, etc. to achieve collaborative learning. The latter two modes of interaction in the classroom teaching are real-time, synchronous way to carry out, the transmission of teaching information and feedback are more timely.

(d) Teaching evaluation in any teaching activities, there is feedback of information. Classroom teaching as a dynamic system, to achieve the immediate teaching goals, must be in frequent regulation to realize. Formative evaluation, on the other hand, is commonly used in classroom teaching so that teachers can modify their teaching strategies at any time according to the evaluation results. In an online environment, teachers can evaluate students based on information about the assignments they submit or the answers they give to questions. Compared with evaluation in classroom instructional design, teaching evaluation in online distance education has a certain lag.

Distance education instructional design is reflected in the expansion and reorganization of the teaching elements of these features with the contemporary educational and psychological science to the cognitive subject-oriented, student-centered, more emphasis on the creation of the context of the cognitive subject of the meaning of the construction and collaborative learning constructivist learning theory. This paper compares the differences between instructional design and classroom instructional design in a modern4 distance education environment from several major modules of instructional design. With the rapid development of information technology and the in-depth study of teaching and learning theory, how to set the juice in the distance education environment of effective teaching will cause more scholars to pay attention.