Online classroom management framework using personal knowledge management

Abstract

In recent years, introducing and implementing of the “Belt and Road” initiative have provided new opportunities for China’s development. As we all know, the arrival of the Covid-19 epidemic has accelerated the online teaching model, both an opportunity and a challenge for teaching Chinese as a foreign language. To pinpoint the causes of online Chinese teaching in classroom management, content gap analysis will conduct. Also, this paper will integrate the process of personal knowledge management into double diamond design thinking to form the whole research process. Therefore, this paper would be useful for limited teaching experience teachers to do the online Chinese classroom management to support the new learning style and environment for online Chinese learning. Classroom management is a critical component of successful teaching, whether in traditional or online settings. With the growth of online Chinese language instruction, there is a need for effective classroom management strategies that are tailored to the unique features of virtual classrooms. This study highlights the importance of establishing clear expectations and rules, building positive relationships with students, using technology to enhance instruction and communication, and providing frequent feedback and reinforcement. Additionally, the paper explores the challenges of classroom management in online settings, such as maintaining student motivation and attention, preventing, and addressing technical issues, and addressing cultural differences and language barriers. This paper has three strengths. First, this research has identified the key factors that contribute to effective management of online Chinese classrooms, including the development of a clear and structured teaching procedure, technical proficiency in online teaching tools, the use of appropriate teaching materials, and continuous evaluation and assessment of student learning outcomes. Second, the results of this study can be used in online Chinese teaching for classroom management, it can be used as the reference for future researchers. Moreover, this research has emphasized the importance of creating a conducive learning environment and fostering positive student-teacher interactions to promote student engagement and learning outcomes. Overall, this thesis provides insights and practical recommendations for online Chinese language instructors seeking to create a positive and effective virtual classroom environment.