1 . A single teacher can reach thousands of students in an online course, opening up a world of knowledge to anyone with an Internet connection. This limitless reach also offers opportunities to school districts that need to save money, by reducing the number of teachers. It can help high achievers in need of more advanced coursework than their districts provide. This is especially true in small districts that offer few traditional courses to students working ahead of their grades.
A study in Maine and Vermont examined the effect of online courses on eighth graders with strong math skills in schools that didn’t offer face-to-face math classes. Students were divided between online math and standard math offered in traditional classes. Both groups of students were tested at the end of the school year. The online students did better than those in standard classrooms. They were also twice as likely to complete advanced math later in high school.
But there is something wrong with it. In reality, students who complete these courses tend to do quite poorly on subsequent (随后的) tests of academic knowledge, suggesting that these online courses often give students an easy passing grade without teaching them very much.
Some researchers examined the performance of hundreds of thousands of students at DeVry University, which offers online and face-to-face versions of all its courses, using the same textbooks, assessments (评估), homework and teaching materials in each course. Even though the courses are seemingly the same, the students who attend online courses do worse. The effects are lasting, with online students more likely to drop out of college altogether. Hardest hit are those who entered the online class with low grades. Work by researchers in many other colleges is in line with the DeVry findings: The weakest students are hurt most by the online learning. For those with strong academic skills, by contrast, online learning can open up amazing opportunities.
Online education is still in its youth. Many ways of learning are possible, and some may benefit students with deep and various needs. As of now, however, the evidence is clear. For advanced learners, online classes are a good choice, but academically challenged students need a classroom with a teacher’s support.
1. What’s Para.1 mainly about?A.The advantages of online courses. |
B.The reduction in school teachers. |
C.The educational conditions in poor areas. |
D.The combination of online and traditional courses. |
A.Traditional students were more likely to do better in math. |
B.Both groups had little difference in their performance. |
C.Traditional students did worse than online ones. |
D.Online students tend to fail in their higher education. |
A.DeVry invited different teachers. |
B.DeVry involved different classes. |
C.DeVry used different teaching methods. |
D.DeVry chose students of different levels. |
A.It suits good students. |
B.It has been fully developed. |
C.It is useful to poor students. |
D.It should be forbidden in schools. |
A.Education needs further study in the long term. |
B.Online courses influence different students in different ways. |
C.Traditional courses fail to fit modern education anymore |
D.Online education is harming traditional courses and teachers. |
要求:
1. 书写端正。
2. 字数 100 字左右。
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3 . Professor Ashok Goel of Georgia Tech developed an artificially intelligent teaching assistant to help handle the enormous number of student questions in the online class, Knowledge-Based Artificial Intelligence. This online course is a core requirement of Georgia Tech’s online Master of Science in Computer Science program. Professor Goel already had eight teaching assistants, but that wasn’t enough to deal with the overwhelming number of daily questions from students.
Many students drop out of online courses because of the lack of teaching support. When students feel isolated or confused and reach out with questions that go unanswered, their motivation to continue begins to fade. Professor Goel decided to do something to remedy (改进) his situation and his solution was to create a virtual assistant named Jill Watson, which is based on the IBM Watson platform.
Goel and his team developed several versions of Jill Watson before releasing her to the online forums. At first, the virtual assistant wasn’t too great. But Goel and his team sourced the online discussion forum to find all the 40,000 questions that had ever been asked since the class was launched. Then they began to feed Jill with the questions and answers. After some adjustments and sufficient time, Jill was able to answer the students’ questions correctly 97% of the time. The virtual assistant became so advanced and realistic that the students didn’t know she was a computer. The students, who were studying artificial intelligence, were interacting with the virtual assistant and couldn’t tell it apart from a real human being. Goel didn’t inform them about Jill’s true identity until April 26. The students were actually very positive about the experience.
The goal of Professor Goel’s virtual assistant next year is to take over answering 40% of all the questions posed by students on the online forum. The name Jill Watson will, of course, change to something else next semester. Professor Goel has a much rosier outlook on the future of artificial intelligence than, say, Elon Musk, Stephen Hawking, Bill Gates or Steve Wozniak.
1. What do we learn about Knowledge-Based Artificial Intelligence?A.It is a robot that can answer students’ questions. |
B.It is a course designed for students to learn online. |
C.It is a high-tech device that revolutionizes teaching. |
D.It is a computer program that aids student learning. |
A.His students were unsatisfied with the assistants. |
B.His course was too difficult for the students. |
C.Students’ questions were too many to handle. |
D.Too many students dropped out of his course. |
A.She turned out to be a great success. |
B.She got along pretty well with students. |
C.She was unwelcome to students at first. |
D.She was released online as an experiment. |
A.They thought she was a bit too artificial. |
B.They found her not as capable as expected. |
C.They could not but admire her knowledge. |
D.They could not tell her from a real person. |
A.Launch different versions of her online. |
B.Feed her with new questions and answers. |
C.Assign her to answer more of students’ questions. |
D.Encourage students to interact with her more freely. |
A.A robot gives an online course. |
B.Virtual assistant is getting popular in school. |
C.Robots will replace humans in online classes. |
D.One Georgia Tech’s teaching assistant isn’t human. |
4 . Tyson Terry wakes up, gets ready for school, and then turns on his computer. Ifs his first day of seventh grade. But he’s not going anywhere. Nowadays, going to school has become unsafe for him and many other students around the world.
For many students, distance learning has become the usual state. They have to take classes on virtual platforms (虚拟平台). Besides, kids are also stuck at home during their free time. Tyson and his friends can chat with each other only on screens.
A recent study shows that Tyson and his friends aren’t the only young people getting plenty of screen time these days. In April 2020, almost 1,500 parents in Canada reported their kids had less exercise and more screen time. Researchers have found that kids who spend a lot of time on screens are more likely to have eye problems and trouble with reading. Yet right now, screens are the only safe way to learn or socialize. How should they get out of this dilemma (困境)?
“I think to say screen time is bad or good is both dangerous,” says Michelle Guerrero who studies diseases. Different types of screen time have both costs and advantages, she says. You should be mindful of how much screen time you get. But for many families, “right now, staying within two hours is just not realistic.”
Taren Sanders, a health scientist, agrees. “Overall, I’m not too concerned about the additional screen time kids are having,” he says. The things you should be thinking about are the amount of exercise you get and the way you spend your free time.
The biggest problem with screens is that people usually sit without moving while they watch screens. A long time sitting leads to bad changes in one’s body and is more likely to cause health problems. So an important question to ask yourself is not how much screen time you are getting, but how active you are.
1. What does the example of Tyson mainly show?A.Students want to spend their free time at home. |
B.Students enjoy the new learning method. |
C.Students prefer online communication. |
D.Students have more screen time. |
A.Students should control their screen time. |
B.Screen time has a lot to do with health levels. |
C.Many families are shortening their screen time. |
D.Distance learning works against many students’ progress. |
A.Students, poor exercise habits. |
B.The additional screen time students have. |
C.More screen time leading to a long time sitting. |
D.Students having no idea how to spend their free time. |
5 . Online Free Courses
English Grammar and Style
We’ll present materials that cover grammatical principles, word usage, writing style, sentence and paragraph structure, and punctuation. We’ll challenge you with quizzes and writing activities that will give you strategies to enhance the quality of your writing, and invite you to participate in discussions and assess the work of your peers (同龄人).
Length: 8 weeks.
Instructor: Roslyn Petelin from the University of Queensland.
Academic Writing Made Easy
From structuring and organizing an academic text to avoiding common mistakes that can negatively affect your credibility, this course offers a guide for those who want to improve their writing. Each week is comprised of video lessons, followed by exercises and tasks of assessing your peers’ work. The course requires upper-intermediate to advanced English.
Length: 6 weeks.
Instructor: Heidi Minning from the Technical University of Munich.
Preparing to Network in English
Networking in the business world is key to career success. But what is networking? And how do you do it in English? This course helps you understand the basics of networking and why it’s important. You’ll identify the key qualities you should focus on developing. Most importantly, you’ll grow and expand your business network and professional connections.
Length: 6 weeks.
Instructor: Joel Ozretich from the University of Washington.
Using Emails for Networking in English
In this course, you’ll learn important strategies for writing effective emails. You’ learn how to write messages for different audiences and understand when to be formal or direct. You’ll also learn how choice of words can change the way people view your message.
Length: 4 weeks.
Instructor: Daphne Mackey from the University of Washington.
1. English Grammar and Style offers materials on the following EXCEPT ________.A.grammatical principles | B.word usage |
C.punctuation | D.pronunciation |
A.English Grammar and Style. |
B.Academic Writing Made Easy. |
C.Preparing to Network in English. |
D.Using Emails for Networking in English. |
A.Both last for one and half months. |
B.Both involve some peer review tasks. |
C.Both require upper-intermediate English. |
D.Both are offered by the same university. |
A.Roslyn Petelin. | B.Heidi Minning. |
C.Joel Ozretich. | D.Daphne Mackey |
A.Improving email-writing skills. |
B.Giving tips on academic writing. |
C.Exploring grammatical principles. |
D.Introducing the basics of net working. |
6 . JENNIFER SALLS — A high school math teacher in Sparks, Nevada
It is possible to construct good online courses that would support mathematics learning with middle and high school students. However, these courses would not look like most current online courses.
When we imagine an online course, we think of a solitary (孤立的)process in which a student is holed up with his or her computer, watching PowerPoints, paging through screens of text and solving a whole bunch of problems. While learning may be occurring, I suspect that it's short-term with little real understanding of mathematics. There are some students who learn well under these circumstances, but this is not true for the majority of students.
A good online course would take advantage of the many interactive resources. For example, if students were learning to solve equations, they would be directed to solve a carefully arranged set of problems using an interactive program. They would reflect on the interaction and share their observations with others taking the course.
Eventually, the lesson would move students toward solving equations, using their experiences with the interactive program as the jumping-off point. Students could experience real-world problems through video and simulations and use a variety of computer-based tools to solve these problems. Notice that a course like this is not solitary, but highly interactive, and it builds both problem-solving skills and conceptual knowledge.
BRIGID BARRON — A psychologist at Stanford University's School of Education
Whether or not any computing tool used in the classroom will interfere with or energize learning depends on how the teacher organizes its use.
When online courses are well designed, they offer learners and teachers wonderful opportunities. Hybrid models that combine classroom interaction with tools like blogs, podcasts, social networks and discussion forums can engage students in ways that traditional environments do not. When students are given challenging material, asked to carry out research and to create ways to share what they are learning with students from all over the world, engagement goes up.
There are other benefits. Assessment of student learning can be partly automated and designed to provide continuous feedback. When students need assistance, they can be directed to activities that will help them learn. Perhaps most importantly, online courses can help bridge gaps in course offerings within a school district. Many economically challenged schools don't have the resources to provide specialized or advanced courses, but those courses could be offered online.
Many students are already using technology in their own time to learn and create, for their own purposes or for school assignments (作业).If they know where to look, they can access online communities that foster their imagination and offer informal mentorship.
Instead of wondering whether teenagers are too easily distracted by computers, we should be figuring out how we can use digital media to sustain teenagers' interest and their desire to learn.
1. According to Jennifer Salls, in most current online classes, .A.students hardly learn anything |
B.students are made to learn all on their own |
C.students are led to improve their self-study abilities |
D.students focus more on theories than on problem-solving skills |
A.Online courses should try to make the most of interactive resources. |
B.Schools today pay more attention to students, conceptual knowledge. |
C.Students cannot learn mathematics effectively through online courses. |
D.Thanks to online classes, teachers' work load can be greatly decreased. |
A.narrowing the gap between rich and poor |
B.providing students with real-time feedback |
C.teaching students how to exploit online resources |
D.maintaining students' interest throughout the course |
A.help ... to recover | B.help ... to grow |
C.help ... to relax | D.help ... to display |
A.good courses should combine advanced technology and online resources |
B.teachers play an important role in ensuring the effectiveness of online classes |
C.students should be able to learn effectively through well-designed online classes |
D.online courses are more effective only when students are assigned challenging tasks |