A Research-Based Smart Classroom in An Exercise Physiology Course


  • Hongyan Su Qilu Normal University




The outbreak of COVID-19 has accelerated the construction of educational informationization and strengthened the integration and application of education and digitalization. Educators have increased demands for smart education to guarantee the quality of online teaching during the epidemic. As a key factor of smart education, smart classroom is expected to produce an important effect on education and teaching. However, at the present stage, there are some problems with smart classroom, such as complex equipment environment and inadequate combination with professional knowledge. Exercise Physiology is a course with strong practicality. For the traditional teaching mode, it is hard for students to gain a deep understanding of related knowledge. In view of this, this paper attempts to introduce a research-based teaching mode based on the smart classroom environment, make it run through three parts of the class, i.e., pre-class, in-class and post-class, make use of all kinds of equipment and functions in the smart classroom to form an interactive teaching mode that integrates pre-class, in-class and post-class. To be specific, the process includes storing in the cloud, pushing smartly, asking questions, creating scenarios, forming an individual learning mode, combining online teaching method with collaborative learning mode, giving quantitative results according to the status of collaborative learning and finally performing feedback evaluation and expanding after-class knowledge. Through the practical teaching of Exercise Physiology, the teaching mode established in this study can achieve a good teaching effect and teaching quality. In particular, it is of great significance for promoting students’ classroom satisfaction and ability to analyze problems and developing good learning habits in them.




How to Cite

Su, H. (2021). A Research-Based Smart Classroom in An Exercise Physiology Course. International Journal of Emerging Technologies in Learning (iJET), 16(18), pp. 97–112. https://doi.org/10.3991/ijet.v16i18.25339