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Undergraduate teaching: summary of online teaching in our college (2.24-3.23)

After the epidemic occurred, the college designed a new semester teaching plan according to the policy of “delaying the beginning of school teaching, employing online teaching, innovating models of teaching, and assuring teaching quality”. Under the arrangement by the Committee of Teaching Instruction, the guidance from the college leaders and the efforts of all faculties, the implementation of the online teaching platform, “Rain Classroom” and “Changjiang Rain Classroom”, was carried out as scheduled on the 24th of February. Based on the goal of “no delay in teaching with delay in school”, our university offered an well-organized and effective online teaching system in the first four weeks. The system is summarized as follows:

1. The overview of undergraduate teaching

From the perspective of theoretical teaching, 41 professional theoretical online courses are initiated in phases, including the first 15 courses, the subsequent 25 courses, and the final 1 courses. All courses use the platform “Yangtze River + Rain Classroom + Corporate WeChat” except a course that uses the platform “MOOC+ Yangtze River Rain Classroom”. In terms of practical teaching, two specialized experiment courses also use the platform “Changjiang Rain Classroom + Corporate WeChat”, and the rest of the other two courses adopt the platform “Experimental Space”. Some graduation internships also use the platform “experimental space” for online teaching.

For promoting online teaching, our college specially established the WeChat group “the theory teaching of the second semester from 2019 to 2020” at the beginning of the year. Under the introduction from the technical service group of our college about the platform “Changjiang Rain Classroom” and “Corporate WeChat Conference” and the usage of these platforms to live broadcast, all the teachers could skillfully manipulate these online teaching tools. After the first day of the course, the experienced teachers shared their experience for the inexperienced teachers. During the first week of the course, all the teachers received the training about the collaborative usage of the platforms “Rain Class” and “Corporate WeChat Conference”. After the training, they had an overall understanding of these two platforms, including their usage, advantages, and disadvantages, and offered effective online teaching for all students.

The teachers of our college had prepared for online teaching during the vacation. They had carefully watched training in the platform, learned how to use the platform, organize teaching content, optimize teaching design, search online resources, conduct online trial classes, etc. On the first day of school, they provided with online teaching that could qualify the requirements of the teaching tasks. The teachers in the teaching supervision group earnestly checked the quality of the online lectures. The counselors of all grades are responsible for the attendance of the students and the real-time monitoring of the entire process of online teaching. The teachers and students had a fruitful discussion in the platform “Corporate WeChat” during the online teaching.

2. Data for undergraduate online teaching

1 Overview


In the past one month, online teaching has covered 615 teachers and students, including 35 teachers and 580 students, and has covered 27 teaching classes and 100% of students in our college. Later, with the continuous opening of the second phase of courses, the coverage would continue to increase.

2 Data of specific online teaching

From the 24th of February to the 24th of March, there had been 347 online teaching activities, including 272 online teaching courses. The average attendance rate is 89%; the average preview rate of 31 coursewares is 23%; the average completion rate of 24 tests is 35%; and the average viewing rate of 20 announcements is 56%. The attendance rate is reasonable, while the latter three rates are relatively low.

3. Data of interaction between students and teachers


The total number of student interactions is 29172, of which 15718 are pointed to exercises, 186 to publications, 12803 to barrage, and 466 to the else. The interaction in the online courses is reasonable, which helps teachers to judge and analyze students’ learning situations in time to adjust teaching progress.

3. The countermeasures towards data analysis of online teaching

1. Student attendance rate

The average attendance rate in the past month is 89%, according to the data from the platform, while according to the statistical results of the daily attendance rate, it is 98%-100%. Only 2 students each requested leave 1 time. The data difference is mainly due to the teacher test platform in the first week. To ensure the attendance rate, the college arranged the counselors to conduct daily attendance, supervised, and recorded the students who did not sign in.

2. Network problems

Due to the network, individual students may experience sign-in failures or drop-out problems. It is recommended to enter the online classroom 10-15 minutes in advance. The college teachers also use the “Changjiang Rain Classroom + Corporate WeChat Meeting” mode to prevent individual disconnection.

3. The students’ self-directed learning

Based on the data, the average preview rate of coursewares and the average completion rate of tests are relatively low and needed to be one level up. The data form the platform “Changjiang Rain Classroom” covered the entire teaching activities “pre-class preview + real-time classroom + + after-class test papers”, and assisted teachers in judging and analyzing students’ learning situation. It is advised for the teachers to use the data as a reference for judging the course’s final scores, which can motivate students to use online learning resources and learn independently thoroughly.

4. Improve online teaching design

For improving teaching effect, the teachers made vivid PPT, designed specific teaching exercises, and at the same time finished the electronic version of various materials, including books, documents, test questions, homework, etc. They also answer questions through the barrage to enhanced the teacher-student interaction in the classroom, change the dull classroom atmosphere, and improve the enthusiasm and effectiveness of students' online learning. In the next stage, the college would continue to sum up experience, optimize the plan, take multiple measures to ensure the quality of online teaching, and to achieve the goal of " no delay in teaching with delay in school ".