Exploration and Practice of Online Teaching Activities for Higher Education

Abstract

Against the backdrop of deepening integration between internet technology and higher education, which is driving the transformation of pedagogical paradigms toward “smart education”, online teaching has become an integral and component of instructional practice. Nevertheless, it continues to face challenges such as uniformity in format and insufficient interactivity. To address these issues, this paper adopts a systematic, whole-process perspective, structured around three key phases: pre-class preparation, in-class implementation, and post-class evaluation. It elaborates on strategies for constructing a professional hardware environment and resource system, designing diversified student-centered learning activities alongside a shift in the teacher's role, and establishing a multidimensional feedback-integrated evaluation system. Through a coherent analysis of the closed-loop process encompassing “pre-class, in-class, and post-class” stages, this study provides a systematic strategic reference for advancing online teaching from widespread implementation to enhanced quality and efficacy.