后疫情时代：线上线下融合学习（OMO）热潮的探索

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随着COVID-19大流行对全球教育环境的影响，后疫情时代的教育模式正在经历深刻的变革。这篇论文《后COVID-19时代线上线下融合（OMO）学习浪潮的兴起》探讨了在线与线下教学（Online-Merge-Ofﬂine，简称OMO）学习在这一特殊时期的崭新趋势。OMO模式并非简单地将传统课堂与远程学习合并，而是旨在实现两者的优势互补，提供一种灵活且个性化的学习体验。研究者们在论文中提出了一个初步的观点，即OMO模式对于恢复教育系统的可持续性至关重要。它不仅有助于缓解学校设施的拥挤，降低病毒传播风险，还能适应不同学生的学习需求和节奏，促进自主学习和协作。在这个新的学习模式中，线上平台可以作为扩展教育资源、提供即时反馈和个性化学习路径的工具，而线下环境则保留了面对面交流、实践操作和团队协作的机会。论文作者们——北京师范大学智能学习研究院的Ronghuai Huang、Ahmed Tlili等人，结合COVID-19后的实际案例，进行了详细的分析和试点研究。他们通过数据收集和学生反馈，揭示了OMO模式在提升学生参与度、改善学习效果以及增强教师与学生之间互动方面的潜力。同时，他们也关注到了技术基础设施、教师培训以及家庭支持等因素在实施OMO模式中的关键作用。学术编辑JinSu Jeong审阅了这篇论文，并指出MDPI出版社对文章的发布保持中立立场，遵循了Creative Commons Attribution (CC BY) 许可协议。该论文于2021年3月22日发表，强调了开放获取的重要性，允许全球读者免费访问并使用文章内容。这篇文章提供了关于后COVID-19时代OMO学习模式兴起的深入见解，对未来教育的转型和发展方向具有重要的参考价值。通过理解并利用这种新型的学习模式，教育机构和政策制定者能够更好地应对未来的不确定性，确保教育的可持续性和包容性。

Sustainability 2021, 13, 3512 4 of 17

not only assist the learning and teaching processes but also foster communication and

interaction among teachers and students (i.e., online and ofﬂine), even though they are

situated in different learning spaces. The goal is to provide authentic and innovative

learning experiences. Hilliard et al. [

] state that traditional methods of online instruction

are now changing, with the design of more collaborative learning environments and

instructions that foster discussions and collaboration between students [39].

Petraglia [

] highlights the importance of merging together online and ofﬂine learning

environments in order to make online learning more authentic. This means that, when the

design of an online learning environment is ultimately separated from students’ real-life

environments, it is inevitably challenging to make online learning an authentic experience.

Xiao, Sun-Lin, and Cheng [

] point out that the OMO learning mode is not only about a

technology-rich or technology-enabled environment where knowledge and resources are

passively accessed; rather, it provides an environment that is combined with technology,

where the interaction between teachers and both ofﬂine and online students can be realized

in a real-time basis. In other words, the OMO learning mode can provide open and ﬂexible

teaching and learning practices that allow students and teachers to interact in a more

diverse way.

To provide an effective OMO learning experience that can cater to the new needs

of students in the post-COVID-19 era, several Chinese universities developed and used

the smart learning tool ClassIn X as a pilot experiment. As Figure 1 shows, the typical

OMO classroom design should have: (1) internet availability and access to connect the

online and ofﬂine learning spaces, where the online students log in using their ClassIn X

accounts to virtually join the physical classroom and interact with the in-person students;

(2) interactive boards where ClassIn X is running, so that the teacher can use it to teach

online and ofﬂine students at the same time; (3) sound equipment, including microphones

to capture and transmit the sound of students and teachers within the classroom; (4)

cameras to transmit the classroom interactions for the online students; and, (5) optional

tablet computers that students can also use for different learning activities. It should be

noted that full descriptions and depictions of the OMO classroom design are beyond the

scope of this manuscript, as this study mainly focuses on the pilot experiment of using

OMO learning.

Sustainability 2021, 13, x FOR PEER REVIEW 5 of 18

Figure 1. Typical OMO classroom design.

Figure 2 depicts a teacher using ClassIn X to teach English. There is an interactive

board with a smartpen for designing a learning activity in which students from the phys-

ical classroom and students from the online classroom simultaneously work together to

complete various English sentences (i.e., a fill-in-the-blank type of learning activity) under

the guidance of the teacher. This functionality can foster learning interactions between the

online and offline students at the same time, regardless of the learning space. Addition-

ally, both online and offline students can see the learning interaction and receive oral feed-

back from their teacher as well as from their online and offline peers. ClassIn X provides

a repository of open educational resources that the teacher can easily access and use as

teaching materials. The teacher can also save the updated version of the teaching material

(e.g., the teacher’s notes) under an open license to the cloud, which can be reused by the

students or by other teachers later on.

Figure 1. Typical OMO classroom design.

Figure 2 depicts a teacher using ClassIn X to teach English. There is an interactive

board with a smartpen for designing a learning activity in which students from the phys-

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