A Study Of Online-Merge-Offline Instruction To Deep Learning

In recent years,emerging information technologies represented by the Internet,big data,artificial intelligence,etc.have further empowered education and instruction,promoting the emergence of a new form of Online-Merge-Offline(OMO)instruction,which will also become the direction of classroom transformation in the future digital transformation of education.In the complex and ever-changing 21 st century,deep learning has become the symbol of classroom transformation and an important value pursuit of technology-enabled education.Based on this,this research aims to explore how Online-Merge-Offline instruction promote deep learning.On the basis of literature combing,this study constructed an analytical framework of Online-Merge-Offline instruction pointing to deep learning,and seven cases covering primary school,middle school,senior high school,involving different subjects such as Chinese,English and geography were selected as the research objects.With methodology of case study and data of classroom instructional videos,instructional design texts,teacher interviews,the study describes and analyzes the design ideas and implementation patterns of cases as well as the improvement of deep learning from learning objectives,learning content,learning process,learning evaluation and technical support.In terms of the overall grasp of the instructional design ideas and implementation patterns of the cases,according to the different instructional organizational forms of the case OMO,the cases are divided into two types: “multiple-synchronous” and“centralized-asynchronous”.In the analysis part of deep learning promotion,the specific paths of the two types of cases are further refined from instructional elements.Further,common effective paths for Online-Merge-Offline instruction to promote deep learning are formed,at the same time,the specific performance of the path under different instructional organization forms are explained.Finally,the following effective paths for Online-Merge-Offline instruction to promote deep learning are extracted: inspire student interest and engagement in the“new experience” of using technology;give full play to the advantages of time and space to guide students to promote the transfer and application of knowledge or abilities in the flexible use of resources and embodied experience of resources;give full play to the advantages of different spaces and multi-agent to help students build a learning community,and further promote critical understanding and innovation and creativity through interactive communication;integrate teaching-learning-assessment based on man-machine collaboration.Besides,the research has also found the deficiency of the existing cases to promote deep learning,which is mainly reflected in the deficiency of teachers’ understanding and ability of “man-machine co-teaching”,an uneven participation of student in “man-machine co-learning” classroom,and the difficulty of technology in supporting the normalization of Online-Merge-Offline instruction.On the basis of further explanation of the reasons of the above deficiencies,the study gives suggestions including teachers to establish a correct understanding of “man-machine co-teaching”,providing teachers’ professional development support of “man-machine co-teaching”,and building personalized “manmachine co-learning” technical support.