Reforming the Teaching and Examination Methods for Erya Online Courses at Tiangong University

Abstract

This paper analyzes student learning in the age of the Internet. We specifically evaluate Tiangong University’s seven-year teaching and examination reform process, which was introduced with the Erya general education course in 2011. The effect of the reform is evaluated through data analysis and the arguments are brought forward. The first reform of the Erya online general course is an autonomous study mode in the second semester of 2013-2014. The average passing rate is a little higher than for courses that adopted the traditional classroom mode. The second reform of the teaching and examination method is the autonomous learning model and the computer-room examination model in the first semester of 2016-2017. The average passing rate has decreased by 6% compared to the previous semester. However, it is worth noting that the average passing rate in the next semester reached 79.7%, which is 16.6% higher than in the first semester of 2016-2017, and nearly 10% higher than in the second semester of 2013-2014. The effect of the reform is significant, which results in a teaching and examination model that integrates the needs of the university, the teachers, and the students.