What's the difference between online courses and specialized learning websites?

Project-based learning website is a resource-based learning website, which is an extension of all resources related to the project knowledge.

Online courses are mainly aimed at a certain course, which can be said to be the electronization of books. Ha ha.

What are the similarities and differences between online course teaching evaluation and traditional classroom teaching evaluation?

I. Overview of two teaching forms

(1) Traditional classroom teaching In traditional teaching, classroom teaching is also called classroom teaching exchange, which is a public activity where teachers and students face each other at the same time. Teachers compile teaching plans and organize teaching activities according to the syllabus, and the classroom becomes an activity place for information transmission and exchange between teachers and students. Therefore, classroom teaching is a process for students to master knowledge, develop their abilities and form a unified personality. Traditional teaching consists of four basic elements: teachers, students, teaching information and teaching media. From introducing new courses to assigning homework, from general content to key and difficult points, from teacher's guidance to student activities, from asking questions to possible answers, they are all included in the teaching plan of teaching design. The teaching design of the traditional classroom is a systematic process, including how to work out goals, how to analyze tasks, how to choose teaching strategies and teaching media, and how to work out standard reference tests. Teaching design is also a bridge between teaching theory and teaching practice.

(II) Modern Distance Education In the history of distance education, correspondence education, radio and television education, computer multimedia and network education based on modern electronic information and communication technology are all explorations and innovations in distance education models. Modern distance education refers to a modern teaching form that mainly relies on the Internet and computer technology, and realizes the learning goal through the transmission and sharing of multimedia teaching information and the remote interaction between teachers and students. Its essence is individualized teaching, which is obviously different from traditional classroom collective teaching. The main features of modern network distance education are: (1) openness; (ii) Technological progress; (iii) Independent flexibility; (iv) Resource sharing.

Second, the comparison between modern network distance teaching and classroom teaching

(1) Teaching environment Traditional classroom teaching does not require high teaching environment, and some simple knowledge carriers such as paper textbooks and tapes are used, as well as teaching equipment such as chalk, blackboards, desks and chairs. This is an important reason for the continuation and development of traditional classroom teaching for hundreds of years. With the high development of science and technology, the popularization and application of computer and multimedia network information technology in society has greatly changed the traditional classroom teaching conditions, but this is also the premise of the rise of distance teaching. Distance teaching can integrate pictures, texts, sounds and images, and can carry out teaching activities vividly.

(2) Teaching mode The traditional teaching mode is generally a form of classroom teaching that uses traditional teaching methods to complete specific teaching content. It is characterized by teachers dictating, writing on the blackboard, students listening and taking notes. Teachers can know students' understanding of what they have learned according to students' timely information feedback, and adjust teaching strategies accordingly to achieve the expected teaching purpose. In this teaching mode, "the teacher is the center of teaching activities, the leader of teaching activities, and the giver and receiver of knowledge", the media is the teaching tool, the teaching material is the teaching content, the teaching outline is the teaching outline, the teaching plan is the teaching plan, the students' achievements are the reflection of the teachers' teaching level, and the classroom as the main teaching environment is the stage for teachers to perform. Modern network distance teaching is open, and students' active learning becomes an inevitable phenomenon. On the premise of meeting the overall teaching objectives, students can carry out targeted learning; Courses and schedules are allowed to vary from person to person, and students can study repeatedly according to their personal circumstances and concentrate on their studies; Students can improve their cognitive and thinking ability through the learning process of searching, exploring and processing, which is conducive to realizing "personalized teaching" and developing students' intellectual potential. Teachers will inevitably change from the dominant position in the classroom to the instructor of students' learning.

(3) Teaching target: traditional education centers on campus classroom teaching, while distance education centers on students' autonomous learning. Therefore, the traditional classroom teaching has strict requirements on the number, age or knowledge level of students, and it is not allowed to have a very wide gap and great changes. However, distance teaching has no restrictions in this respect, and learning can be carried out individually or collectively, which breaks the various restrictions of traditional classroom teaching on learning objects, learning times and learning time, and is more suitable for all-people learning and lifelong learning.

(4) In terms of teaching resources, the teaching quality of traditional classroom teaching is directly related to the individual quality of teachers, and the teaching ability is limited by the number of teachers and the capacity of classrooms, which cannot be greatly improved. Distance teaching has completely broken the limitations of subjective and objective conditions such as the number of teachers, teachers' quality and classroom capacity. The creative team composed of subject content experts and educational technology designers can design, develop and send learning materials and other educational resources in various media, which can make full use of all kinds of high-quality teaching resources and let the best teachers teach in a large area. The teaching ability can be improved steadily and rapidly, and the spatial distance and the number of educated people can be expanded rapidly.

Social demand and scientific and technological progress have laid an inestimable development prospect for the development of modern network distance teaching forms. However, no matter how convenient, flexible and practical distance education is, due to the influence of realistic conditions, inherent laws of teaching activities and some subjective factors, classroom teaching forms will still play a role for a long time. Whether it is modern network distance education or classroom teaching, we should consider how to achieve the best teaching effect while ensuring its good educational content, which is inseparable from the core technology of educational technology-teaching design. Teaching design is a bridge between teaching theory and teaching practice, and its purpose is to promote learners' learning and optimize teaching effect. Because they are two different teaching forms, they are also different in teaching design. The following is a comparison of instructional design in these two different teaching environments from several main aspects.

Third, the comparison of teaching design between two different teaching forms

(1) goal design In teaching design, the difference between teaching goal and learning goal is also the difference between the two teaching designs. Teaching objectives represent the knowledge and skills that teachers expect learners to master in the learning environment; Learning goal is a self-determined goal of learners in the process of autonomous learning. Classroom teaching design mainly focuses on the predetermined teaching objectives, while the purpose of distance teaching is to support and help learners achieve their learning objectives, so the teaching design in network distance teaching mainly focuses on learning objectives. Learning objectives can be formulated according to the teaching hours of the school, the syllabus of students' self-study textbooks, or VOB on-demand system broadcasting, learning materials on various network platforms, and various teaching organization activities. All these decide that they have different starting points in target design and different design results.

(2) Analysis of teaching content The analysis of teaching content should not only solve the problem of "what to teach", but also relate to "how to teach". In the classroom teaching design, the teaching content is arranged by the education administrative department or training institution in a planned way, and students are required to systematically learn the sum of knowledge, skills and behavioral experience. It is embodied in the teaching plan, syllabus, teaching materials and teaching software designated by people. In distance education, the teaching content can be determined by the instructional designer according to the learners' learning needs. The determination of teaching content is not restricted by uniform regulations, that is, the determination of teaching content is flexible.

All the activities of instructional design are to promote learners' learning, so it is very important to analyze learners in order to obtain a successful instructional design. Learner analysis includes: general characteristics analysis, learning style analysis and initial ability analysis. Due to the limitation of teaching conditions, teaching students in accordance with their aptitude cannot be fully reflected in classroom teaching. Learner analysis mainly focuses on the analysis of the overall characteristics of the class and the overall initial ability. However, in the modern network distance education environment, the advantages of teachers themselves as information sources are no longer prominent. Learners can also get richer and more diversified learning resources from multimedia courseware, which is quite attractive to learners. In addition, access to learning resources is an extremely popular social behavior-surfing the Internet, which can greatly mobilize the enthusiasm of learners. Learners' independence, creativity and autonomy will be greatly improved. Abundant learning resources and diverse forms of expression also objectively create conditions for individualized learning and individualized learning, making it possible to teach students in accordance with their aptitude. Therefore, it is extremely important to fully analyze the learners in the modern network distance education environment and find out their personality differences, that is, learning style analysis. Based on the analysis of the age characteristics of learners, the age range of distance education learners is generally between 20 and 40 years old. It is a learning army with adults as the basic team, and its connotation and extension are the same as adult learning.

First, the learners of distance education are mature in nervous system, brain and wisdom, and all kinds of conditioned reflex are relatively stable; Second, the maturity and intelligence level of various parts of the body have increased to a certain extent. Generally speaking, distance education learners have a more suitable intellectual and physiological foundation for self-study, and memory will be an important issue affecting distance education learners.

(3) Teaching Strategy Design Teaching strategy refers to the overall thinking, planning and strategy on the procedures, methods, forms and media of teaching activities in order to achieve teaching objectives. Effective teaching strategies can better play the role of concretization of teaching theory and generalization of teaching activities.

1. Teaching mode Teaching mode is a teaching activity structure that reflects a specific teaching theory and is adopted to keep teaching relatively stable. Classroom teaching mode is an educational mode of collective teaching for students' classes. In these two teaching designs, the improvement of classroom teaching mode is to equip each student with a multimedia computer in the student part. The teaching process is carried out in the multimedia network classroom. Teachers interact with the multimedia computer demonstration system, and students can also be arranged to interact with the multimedia computer independently as needed. This arrangement is very necessary in the teaching mode of preparing lessons. For example, provide students with learning opportunities and let them find their own answers. The improved classroom teaching mode is mainly composed of teachers, students, multimedia demonstration equipment, text teaching materials, multimedia teaching materials and network resources.

Personalized teaching mode is a kind of learning mode in which students learn independently by using multimedia computer and network to adjust J multimedia teaching resources. Its composition is relatively simple, and it mainly consists of three parts: students, multimedia computers and multimedia resources. This teaching mode is the main mode of online distance education.

Group learning mode (also known as cooperative learning mode) has an organizational structure related to student groups. First, group cooperation; It is the relationship of group competition; The third is the relationship between individuals who work alone. Comparatively speaking, group cooperation and grouping relationship can play a positive role in interaction among students' groups and improve the overall efficiency of teaching. Group learning mode, learning >；; ] A group of 4-6 people is suitable for primary and secondary schools, and 2 people are suitable for universities. This teaching mode is a teaching mode advocated and applied in classroom teaching and network distance teaching.

Collaborative teaching mode is the current development trend and research direction, an important means to realize educational ideas, implement national education and on-the-job continuing education, and also an important field of modern educational technology research. Network collaborative teaching system provides conditions for distance education to acquire and increase teaching resources, and it is an ideal distance education model at present.

Different from traditional education, distance education is characterized by individualization of learning. Learning is controlled by learners, and the design of learning process should pay special attention to the design of learning support for learners. First of all, there should be more specific guidelines to guide personal details.

Highlight the learning objectives, the key points and difficulties of learning, and guide how to effectively control the learning process and allocate the time of learning resources. The second is to cultivate learning ability. Learning different contents requires different learning skills, and how to effectively carry out autonomous learning, group learning and teacher-based learning. This requires various ways and forms of interaction design between teachers and students and between learners. LAN is to help learners learn to adjust themselves. Learners should learn to evaluate themselves and adjust their goals, contents, methods and progress in time according to the feedback, so as to make learning more in line with individual characteristics.

2. Comparison of several interactive modes. Whether in classroom teaching or modern network distance teaching, there are three ways of communication: students to media, students to teachers and students to students. There is face-to-face interaction in classroom teaching. In the modern network environment, the network can connect two or more participants in time, such as teachers and students, students and students, so that interactive participants can participate in two or more dimensions at the same time. However, a common virtual activity background is formed among the interactive people.

The interaction under the network environment has the following characteristics, namely, the diversity of interactive objects, interactive contents, interactive methods, symbols, initiative and lag of interaction. Under the network environment, students become the main body, the choice of courses and the arrangement of study time are more independent and flexible, and interaction is realized through computer networks. It is very different from the interaction in the classroom teaching environment.

In the distance education environment, the interactive mode of "students to media" allows students to study by arranging courseware in their own time, place and way, and students can query and read the information in online database through the Internet:

Call network courseware to simulate teachers to guide students' learning. Students take the initiative to learn, but compared with classroom teaching, extensive teaching information is more likely to make students lose their way, so it is extremely important to provide navigation information for students. Teaching courseware should not only give the teaching focus, but also ask questions, and give the corresponding network information resources and their bibliography. Students can complete real-time teaching and answering questions and other teaching activities in the teacher mode, including synchronization and asynchronism. For asynchronism, e-mail can be mainly used, and for synchronization, electronic conferences and electronic blackboards can be mainly used. Student-to-student interaction between students can usually be achieved by synchronous means, that is, electronic blackboard, relay conversation, multi-user goal-oriented system and so on. The latter two interactive modes are synchronized in real time in classroom teaching, and the transmission and feedback of teaching information are timely.

(D) Teaching evaluation In any teaching activity, there is information feedback. As a dynamic system, classroom teaching must be achieved through constant adjustment in order to achieve the established teaching objectives. Formative evaluation is a common evaluation method in classroom teaching, and teachers can modify teaching strategies at any time according to the evaluation results. Under the network environment, teachers can evaluate students according to their homework or answers to questions. Compared with the evaluation in classroom teaching design, the teaching evaluation in online distance education has a certain lag.

These characteristics of distance education teaching design are reflected in the expansion and reorganization of teaching elements, which are different from the constructivist learning theory in contemporary education and psychological science. It is based on cognitive subject, student-centered, and pays more attention to the meaning construction of cognitive subject and collaborative learning in creating situations. Starting with several main modules of instructional design, this paper compares the differences between instructional design and classroom instructional design in modern distance education environment. With the rapid development of information technology and the in-depth study of teaching and learning theory, how to design effective teaching in distance education environment will attract more scholars' attention.

Are online courses the same as online courseware?

It's different.

What's the difference between online teaching and traditional teaching?

The fundamental difference between online teaching and traditional teaching is the difference between face-to-face teaching and online correspondence.

Traditional teaching is the face-to-face teaching between teachers and students, while online teaching is the separation between teachers and students, with network tools and facilities as the media to spread teachers' teaching content and manage and monitor students' learning. You can also get a certain learning effect, but not as direct as face-to-face learning. With the rapid development of two-way transmission of network technology (direct dialogue between teachers and students), the difference between face-to-face teaching and online teaching is further narrowing.

What's the difference between network courseware and stand-alone courseware?

Pay attention to the essential difference between multimedia courseware and text teaching materials, especially 2. Courseware uses the unified title of China Medical Electronic Audio-visual Publishing House. Title, title and post-title production (4) Whether the sound is calculated when it is collected.

What's the difference between online teaching and traditional teaching methods?

1. The theoretical basis is different. The theoretical basis of network teaching is constructivism learning theory. Constructivist learning theory holds that students are the main body of the learning process and the active constructors of meaning. Knowledge is not acquired by lectures, but by learners through active meaning construction in certain situations. One of the main theoretical foundations of traditional teaching is Ausubel's theory of "learning and teaching". Ausubel thinks that teaching theory should consider the problems in teaching practice. The content of his theory of "learning and teaching" mainly involves the theory of "meaningful acceptance of learning", the teaching strategy of "advance organizer" and the theory of "motivation".

2. Different teaching modes. The main factors of network teaching mode are: teachers, students, teaching content, teaching media and teaching support platform. In this teaching mode, teachers choose teaching content according to the requirements of the syllabus, students' characteristics and students' cognitive basis, and then design and compile multimedia teaching software, network courseware or design and develop online courses, and publish them to course center. Students connect to course center through computer network, register and log in, and choose courses to study. Teachers and students, students and students can communicate with each other through email and BBS. The main factors of traditional teaching mode are: teachers, students, teaching content and teaching media. In this teaching mode, teachers choose teaching content according to the requirements of the syllabus, students' characteristics and students' cognitive basis, and then spread it to students through natural coding, such as oral lectures and blackboard writing. Students accept the teacher's explanation, blackboard writing and other natural coding content, carry out meaningful processing and acquire knowledge. In this teaching mode, there is timely interaction between teachers and students, but it is weak in time, quantity and degree.

3. Different management systems. Traditional teaching is organized by the school according to the national plan and funds. Teaching tasks, specialty settings, tuition standards and textbook prices are all under the unified management of the state and purely planned system. Compared with traditional teaching methods, network teaching has profound changes in management system. First of all, the teaching process is all presented on the network; Secondly, the country is completely open to online teaching, and schools need to organize and implement it according to their own market ability.

What is the difference between multimedia network courseware and multimedia courseware?

Multimedia network courseware is a courseware that can be run and watched directly on the web page, and multimedia courseware is only a courseware that runs in the form of audio and video. Multimedia network courseware does not need software to run, but it may need some network plug-ins, such as Adobe Flash Player ActiveX, which is installed by default. Multimedia courseware is made with some production software, such as PPT. If you don't convert it into multimedia network courseware, you can't watch it directly on the network, but you must watch it in the environment of making software. Of course, there are also some multimedia network courseware made by multimedia, but generally they must have professional level.

What's the difference between online courses and special learning websites?

Online courses just put video tutorials together.

A special learning website is to put together learning materials in a certain field, including video tutorials in a certain field.

Is there a difference between online course platform and online course?

There is no difference. The online course platform is a space for you to choose and study online courses. If I often use YY software to teach English to students, it is an online course platform, with many courses to choose from, many of which are free, and videos. These courses are online courses.

I hope it helps you.

There are great differences between online course learning and traditional classroom learning. Mainly through what?

Online course learning

Teachers should use multimedia to teach students on various online teaching platforms, such as online open courses, excellent courses and now large-scale open online courses and micro-courses.

Students learn independently on the online learning platform mainly by using computers and mobile phones.

(10) the difference between online courses and extended reading of online courseware

Traditional teaching is centered on teachers' teaching, the teaching process is dominated by teachers' teaching, students passively accept it, and teacher-student communication is the absolute interactive way in the whole process. Traditional teaching has the advantages of high teaching efficiency and easy organization.

In fact, traditional classroom teaching has been carried out in a down-to-earth manner, and its mainstream position has never wavered for hundreds of years. Of course, traditional teaching also has many defects, such as students' subjective role can not be fully exerted, it is difficult to teach students in accordance with their aptitude, and the development of students' innovative ability is restricted to some extent.

Network teaching is a product of the information age, and it is also a new requirement for education in the information age. Network teaching presents different characteristics in different stages of development, from open online courses and excellent courses to large-scale open online courses, micro-courses and flip courses, which are all different types of network teaching.

Compared with traditional teaching, online teaching has many advantages: it can provide learners with more convenient learning opportunities, enrich the teaching environment and limited teaching resources, and better reflect the autonomy and individuality of learners' learning activities. Of course, there are many problems in online teaching, such as unreasonable curriculum design, limited and seriously lagging teaching feedback, high dropout rate, unscientific evaluation mechanism and so on.