Recently, small class course teaching, with less than 30 students, seems to outperform the traditional large class course teaching in the field of education. Students can use online private course platform to preview course-related knowledge and promote practical experiences of offline courses. In this study, an evaluation strategy has been proposed for precision education protocol in small class course (SCC) based on artificial intelligence (AI), with the goal of focusing on the curriculum design and teaching approaches. By using the AI precision education model, the teaching approaches of SCC can be integrated into the traditional classroom. The results showed that the AI precision education model can promote the learning outcomes and enhance students’ learning achievements.
Guo P, 2017, MOOC and SPOC, Which One Is Better?. Eurasia Journal of Mathematics, Science and Technology Education, 13(8): 5961-5967.
Du W, Ge S, 2020, Distance Education and MOOCs for Language Learning in China, in Learning Technologies and Systems, Springer, 329-333.
Loharungsikul S, Eumbunnapong K, Nilsook P, et al., 2022, Small Private Online Course Based Flipped Classroom Approach for Supporting Undergraduate Medical Technology Students on Immunology Study. Research Square (Preprint).
Chua SM, 2022, Discourse Practices in MOOC Discussions, in Open World Learning, Routledge, London, 76.
Pappano L, 2012, The Year of the MOOC. The New York Times, 2(12): 2012.
McAuley A, Stewart B, Siemens G, et al., 2010, The MOOC Model for Digital Practice, Massive Open Online Courses Digital Ways of Knowing and Learning.
Rice M, Brewer J, 2021, VizieR Online Data Catalog: Archival Keck HIRES Spectra Analyzed with The Cannon (Rice+, 2020). VizieR Online Data Catalog, 2021: J/ApJ/898/119.
Filius RM, Kleijn RAD, Uijl SG, et al., 2018, Challenges Concerning Deep Learning in SPOCs. International Journal of Technology Enhanced Learning, 10(1-2): 111-127.
Freitas A, Paredes J, 2018, Understanding the Faculty Perspectives Influencing Their Innovative Practices in MOOCs/SPOCs: A Case Study. International Journal of Educational Technology in Higher Education, 15(1): 1-13.
Yu L, Zhang N, Zhang Y, 2021, Multilevel Analysis of the Effects of Participation, Peer Support, SRL and Course Disciplines on Academic Performance in SPOCs. Interactive Learning Environments, 2021: 1-14.
Lyons CW, Kondrad RL, 2021, Small Screen, Big Class: Learning in a Large Online Introductory Lifespan Development Course, in Teaching Psychology Online, Society for the Teaching of Psychology, 49.
Ma R, 2021, Proceedings of INTCESS 2021 8th International Conference on Education and Education of Social Sciences, January 18-19, 2021: A Small-Scale Comparative Study of Online Higher Music Theory Course and Practice Course. INTCESS, 838-845.
Ng M, Newpher T, 2021, Class Size and Student Performance in a Team-Based Learning Course. Journal of Undergraduate Neuroscience Education, 20(1): A49-A57.
Jizhi L, Changjun L, Min R, et al., 2019, Exploration and Practice of Seminar in Small Class of the Course of Microelectronic Devices. Experimental Science and Technology, 17(3): 87-90.
Berendt B, Littlejohn A, Blakemore M, 2020, AI in Education: Learner Choice and Fundamental Rights. Learning, Media and Technology, 45(3): 312-324.
Yang X, 2019, Accelerated Move for AI Education in China. ECNU Review of Education, 2(3): 347-352.
Conati C, Porayska-Pomsta K, Mavrikis M, 2018, AI in Education Needs Interpretable Machine Learning: Lessons from Open Learner Modelling. arXiv, arXiv:1807.00154 (Preprint).
Pedro F, Subosa M, Rivas A, et al., 2019, Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development, United Nations Educational, Scientific and Cultural Organization, Paris, France.
Kasinathan G, 2020, Making AI Work in Indian Education, Friedrich Ebert Stiftung, India office.
Han L, 2018, Proceedings of the 2018 3rd International Conference on Education, E-Learning and Management Technology (EEMT 2018), October 29-31, 2018: New Advances in the Application of AI to Education System. Advances in Social Science, Education and Humanities Research, Bangkok, 608-611.