A Comparative Study Of Teaching Effectiveness And Interaction Under Three Types Of Teaching Modes

In the context of the 2019-n Co V,schools are using the Internet to fully implement online teaching and learning.Prior to this,most schools used either purely offline,centralized instruction or a Blend-learning model using other information tools.However,even in the Blend-learning model,the use of information aids only solves simple learning problems,and real classroom interaction remains offline.Therefore,parents,teachers,and decision-makers alike have serious doubts about the effectiveness of online courses on such a large scale for the first time.This study seeks to examine the reasons for the doubts about the effectiveness of online courses and ways to improve them.The peer interaction format of "group learning + teaching assistant" was used as the intervention,and according to the mode of teaching and interaction,it was divided into "online course,online interaction,peer interaction","offline course,offline interaction,no peer interaction",and "offline course,offline interaction,peer interaction".We also used the engagement scale and the collaboration questionnaire to compare the students’ satisfaction with each mode of teaching.The results showed that learners in the "online course" mode had higher academic performance than those in the "offline course" mode.By comparing the student engagement,the study showed that "offline course,offline interaction,and no peer interaction" was better,"online course,offline interaction,and no peer interaction" was the second best,and "online course,offline interaction,and no peer interaction" was relatively average.In the regression equation for learning satisfaction,the average increase in learning satisfaction was 0.774 units for each unit increase in group interaction.The textual feedback from the learners indicated that the learners had positive attitudes toward the effectiveness of the "online lecture,online interaction,with peer interaction" model and perceived an increase in competence.The study found that although the students’ performance of the "online course" mode was better than the "offline course" mode,students’ satisfaction depended on the interaction during the learning process.Therefore,online courses of asynchronous learning combined with offline group interaction or project-based learning may be an ideal model for teaching.This provides a reference for improving the teaching effectiveness of online courses,and it is suggested that further research can explore which forms of interaction can better enhance student satisfaction in online courses.