•The instructor displayed positive or negative emotion through voice and gesture.•Students perceived the instructor's emotion and felt a similar emotion.•Students reported more favorable social ...connection ratings for positive instructors.•Students who viewed a positive instructor did not perform better on a posttest.•Results were similar for human and virtual instructors.
This study investigates the positivity principle – the idea that people respond more positively and learn better from an instructor who displays positive emotion than from an instructor who displays negative emotion – and the equivalence hypothesis – the idea that learners respond similarly to the emotional tone displayed by both human and virtual instructors. In this between-subjects design experiment, participants viewed one of eight instructional videos on binomial probability, varying in the emotion portrayed by the voice and gestures of an onscreen instructor and varying in whether the instructor was human or virtual. Participants either saw a positive instructor (happy or content) or a negative instructor (bored or frustrated) and that instructor was either human or virtual. In support of the positivity principle, participants recognized the positive or negative emotional tone of the instructor, felt a similar emotion to the instructor, and had more favorable social connection ratings for positive instructors. However, the positivity of the instructor did not impact how well participants performed on a delayed posttest. In support of the equivalence hypotheses, all of these effects were found for both human and virtual instructors. Overall, this study provided support for three of the four links in the positivity principle, and showed that the principle applied to both human and virtual instructors as per the equivalence hypothesis.
Internet technology continues to develop and deepen, course learning methods present diversity, and piano courses are an important way for colleges and universities to carry out students’ musical ...quality training. In this paper, we first propose a behavioral sequence analysis method for predicting students’ online course performance in the context of the Internet for college piano online courses. The sequence-based prediction task is divided into two stages in total. In the first stage, the sequence characteristics of students’ online course learning behaviors are predicted by mining the potential expressions of the implicit layer through deep RNN. In the second stage, the support vector machine is used to create an optimal segmentation hyperplane. The SPC two-stage classifier is able to predict student course grades in order to identify students with learning crises in time. Then a layered MVC model is used to design the university piano online course platform system. Finally, the performance of the platform and the effectiveness of the course were tested. When the number of concurrent users reached 150, the success rate of the server in processing transactions remained at about 96%, and the pre-test and post-test of students’ piano scores showed that the mean value of score-reading skills was 34.32 in the pre-test and 45.63 in the post-test, with a mean value improvement of 11.31. The study showed that the online course client had high operational performance and the online course could effectively the study shows that the online lesson client has high performance and the online lessons is effective in improving the students’ piano performance.
The current COVID-19 pandemic has made us rethink ways to provide educational opportunities. The purpose of this discussion paper is to identify issues and challenges in online teaching and learning ...of mathematics to be explored in future research, and what mathematics education can contribute to this research area. I first identified recent relevant research themes from 2015 to 2020 by reviewing key literature from mathematics education journals. International mathematics education research studies have been examining various issues around designing online learning environments, social interactions and communication in online teaching and learning, and the role of resources and tools. These concerns also exist among Japanese teachers, and I argue Lesson Study can be used creatively in order to seek effective ways to deliver online teaching and learning of mathematics.
Online lesson study: virtual teaming in a new normal Goei, Sui Lin; van Joolingen, Wouter R.; Goettsch, Floortje ...
International journal for lesson and learning studies,
05/2021, Volume:
10, Issue:
2
Journal Article
Open access
PurposeThe purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to ...the defining elements of a face-to-face LS.Design/methodology/approachA theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.FindingsSetting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.Practical implicationsThe set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.Originality/valueThe original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.
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