Abstract
In recent years, due to the COVID-19 pandemic, online classes have become a common way for teachers and students to have lessons. In order to improve the learning efficiency of online courses, teachers can help students improve classroom efficiency and academic performance by changing different instructional methods. This paper first reviews the previous research on teacher presentation and compares and lists the differences between this experiment and the previous paper. This paper mainly explores whether using online learning tools before class can improve students' English scores through experiments. After the online class, interviews are conducted with the students to further demonstrate the questionable sections of the research.
Publisher
Darcy & Roy Press Co. Ltd.
Reference10 articles.
1. Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23.
2. Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767.
3. Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker’s voice. Journal of Educational Psychology, 95(2), 419–425. https://doi.org/10.1037/0022-0663.95.2.419
4. Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724–739. https://doi.org/10.1037/edu0000013
5. Pi, Z., Xu, K., Liu, C., & Yang, J. (2020). Instructor presence in video lectures: Eye gaze matters, but not body orientation. Computers & Education, 144, 103713. https://doi.org/10.1016/j.compedu.2019.103713