Efficacy of SPOC Usage Based on Course Portal on the New Media

Literacy of Future Excellent Rural Chinese Language Teachers

Xianfeng Li

1,* a

and Yaoyao Liu

2 b

School of Literature and Journalism, School of Teacher Education, Leshan Normal University, Leshan City, Sichuan

Province, China

School of Literature and Journalism, Leshan Normal University, Leshan City, Sichuan Province, China

Keywords: Future Excellent Rural Chinese Teachers, SPOC Based on Course Portal, Relational Model, Efficacy, New

Media Literacy.

Abstract: With digital transformation of education in China, a growing number of local higher education teacher

training institutions are creating small private online courses, or SPOC, based on course portals to precisely

prepare excellent future teachers. However, few attempts have been made to explore the educational

efficacy of this new media. To this end, this study investigates the efficacy of SPOC built on the Chaoxing

platform course portal on the new media literacy of student teachers. This was a cross-sectional survey of a

random sample of 160 future excellent rural Chinese teachers from Leshan Normal University in Southwest

China. This study explored the efficacy of SPOC usage time on new media literacy through a relational

model. A structured questionnaire was used as the data collection tool. Data were analyzed using descriptive

statistics, ANOVA, ANOVA, and post hoc tests. The results of this study indicated that SPOC use duration

had significant moderate efficacy on the overall new media literacy and its six sub-dimensions of collective

intelligence, simulation, distributed cognition, judgment, appropriation, and visualization in addition to

significant small efficacy on performance and large efficacy on the play sub-dimension. Thus, this study

enriches knowledge about the efficacy of new media in teacher education and has implications for people to

design and make more economical use of SPOC built on course portals.

Correspondence author: Xianfeng Li;

E-mail: lixf7307@126.com

https://orcid.org/0000-0003-0517-1709

https://orcid.org/0000-0001-8919-2720

1 INTRODUCTION

At present, with the digital transformation of China’s

basic education and education reform based on

literacy, training “excellent teachers” for rural

primary and secondary schools, that is, teachers who

are competent in core literacy education, has become

an important task for teacher education colleges and

universities. Accordingly, the dominant direction and

educational goals of teacher education curriculum

reform have gradually shifted from “acquiring

knowledge and skills” to “mastering core

competencies” (China Institute of Education

Innovation of Beijing Normal University, 2021). In

order to precisely cultivate rural-oriented teachers of

excellence, many local teacher education colleges

and universities have begun to use the course portal

of the Chaoxing platform to establish a large number

of small, school-level small private online courses, or

SPOC for short.

Although, SPOC has gradually become an

important tool to be considered in the digital

transformation of education in the post-COVID-19

era (Zhu & Hu, 2022), but few attempts have been

made to investigate effects of SPOC on the

development of the future excellent Chinese teachers

oriented rural education. Among them, as one of the

key competencies, new media literacy, which is used

by excellent teachers to provide primary and middle

school students with diverse and effective learning

resources under the new media landscape, has also

not been tested and explored in the effect of SPOC

education. In this study, new media literacy refers to

178

Li, X. and Liu, Y.

Efﬁcacy of SPOC Usage Based on Course Portal on the New Media Literacy of Future Excellent Rural Chinese Language Teachers.

DOI: 10.5220/0011908500003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 178-185

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

a set of social and cultural skills necessary to survive

in a new media environment (Jenkins et al., 2006;

Lee, 2022; Marcus, 2019; Liu, 2021).

To enrich the relevant literature and expand

knowledge, this study investigated the impact of

using four small private online courses on the

Chaoxing platform course portal on the new media

literacy (NML) of future rural Chinese language

teachers of excellence.

This was a cross-sectional survey involving 160

participants in the Departments of Literature and

Journalism of Leshan Normal University in

Southwest China. Jenkins’ 12 new media literacy

skills provide a framework the study based on.

Structured questionnaire will be used as instrument

of data collection. For the data analysis, MANOVA

will be used to discover and test effects of duration

of SPOC use on overall NML and its dimensions.

Structured questionnaire will be used as instrument

of data collection. In the other words, the current

study will seek the answers to the following

questions:

·Q1 Does the overall new media literacy of the

future excellent Chinese teachers oriented rural

education differ significantly according to duration

of SPOC use? If does, to what extent?

·Q2 Do the twelve dimensions of new media

literacy of the future excellent Chinese teachers

oriented rural education differ significantly according

to duration of SPOC use? If do, to what extent?

2 CONCEPT DEFINITION AND

THEORETICAL FRAMEWORK

2.1 Concept Definition

2.1.1 What is New Media?

According to Jenkins et al., new media refers to

various socio-cultural platforms based on

information technology.

2.1.2 What is a Course Portal?

A course portal is a new type of course management

website with pedagogical dimensions such as time,

content, and activities. As a new type of educational

media, its content is usually created by the course

instructor, and its website elements consist of basic

functional components such as home page, activities,

materials, announcements, assignments, exams,

discussions, and administration.

2.1.3 What is SPOC Based on Course

Portal?

SPOC means small, private and online courses.

SPOC based on course portal, refers to small, private

online courses created by the instructor of the course

through the Chaoxing course portal. It is a new

concept put forward by Harvard University after

MOOC, and is called “post-MOOC”. Unlike MOOC,

SPOC, based on course portal, has restrictions on the

number of students and conditions for enrollment,

but it is still open and free.

Based on the course portal, the basic information

on the home page of SPOC consists of six areas:

course introduction, faculty team, teaching methods,

reference materials, teaching resources, and course

chapters. the activities of SPOC consist of a library

of activities such as sign-in, voting, selection,

quizzes, topic discussions, accompanying exercises,

questionnaires, grading, and group tasks; the

statistics of SPOC consist of class statistics, resource

statistics, course reports, course SPOC’s materials

consist of course materials, question bank,

assignment bank, test bank, etc. SPOC's notifications

mainly consist of instructor’s notifications; SPOC’s

assignments mainly consist of instructor’s additions

and assignment bank management; SPOC’s

management consists of instructor team

management, assistant instructor management,

course management, class assignment, download

center, operation log, and course review.

2.1.4 What is the Use of SPOC Based on

Course Portal?

In this study, evidence of course portal-based SPOC

usage is presented by data on the number of course

selections, lecture resources, non-video resources,

course materials, course announcements, class

activities, quizzes and assignments, interactive

communication, assessments (tests), and cumulative

page views. To simplify the survey relationship

model, this study used the mean value of the weekly

time spent by course-taking students using the four

SPOCs as the independent variable.

2.2 Theoretical Framework

For the dependent variables, this study used Jenkins’

12 constructs of new media literacy. Jenkins et al

defined the 12 sub-dimensions that constitute New

Media Literacy (NML) as follows (Jenkins et al.,

2006).

Efﬁcacy of SPOC Usage Based on Course Portal on the New Media Literacy of Future Excellent Rural Chinese Language Teachers

179

·Play: The competency to experiment with one’s

surroundings as a mean of problem-solving.

·Performance: The competency to employ

alternative identities for improvisation and discovery

purposes.

·Simulation: The competency to interpret and

establish dynamic models of authentic world

processes.

·Appropriation: The competency to meaningfully

sample and remix media content.

·Multitasking: The competency to observe one’s

own environment and shift focus to important details

as needed.

·Distributed cognition: The competency to

interact meaningfully with tools that expand mental

competence.

·Collective intelligence: The competency to bring

knowledge together and compare notes with others

toward a common goal.

·Judgment: The competency to assess the

reliability and credibility of different information

sources.

·Trans-media navigation: The competency to trail

the flow of stories and information across multiple

modalities.

·Networking: The competency to search for,

synthesize, and disseminate information.

·Negotiation: The competency to pass through

various communities, discerning and honoring

multiple viewpoints, and grasping and following

alternative norms.

·Visualization: The competency to interpret and

create data representations for the purposes of

expressing ideas, finding patterns, and identifying

trends.

3 METHODOLOGY AND

MATERIAL

3.1 Literacy Training Materials for

Research

In order to better realize the digital transformation of

education and train more excellent language teachers

for rural education, a team of language pedagogy

teachers from the Department of Literature and

Journalism of Leshan Normal University has been

offering four small-scale private teacher education

online courses (SPOC) on the Chaoxing platform as

literacy training materials since February 2020. They

are “Study of Language Test Questions in Chinese

and English Exams”, “Secondary Language

Pedagogy”, “Implementation and Evaluation of

Secondary Language Classroom Teaching”, and

“Secondary Language Teaching Design”. Over the

past two years, more than 700 Chinese Language and

Literature majors have taken these four SPOC

courses. The teaching method is a hybrid online and

offline teaching, and the teaching time is

synchronized with the face-to-face teaching lectures

at Leshan Normal University. The content of these

SPOC courses, such as chapter content, course

resources, online forums and other student-teacher

interaction activities, are created and managed by the

instructors. Students’ learning effects and progress

are intelligently managed by the Chaoxing course

portal. Among them, teachers can refer to

Chaoxing’s intelligent management to implement

precise interventions on students’ learning.

3.2 Participants

In November 2021, we randomly sampled 160

students among more than 700 Chinese language and

literature majors who had participated in the use of

new media in education, i.e., had used four SPOC

courses based on the Chaoxing course portal. Of

these, 144 participants (90%) were female and 16

(10%) were male, ranging in age from 19-24.

3.3 Research Design

One of the general survey models was used in this

study: the relational survey model. The relational

survey model intends to determine the degree of

existence and/or covariation between two and more

variables. Based on this principle, this study

investigated the relationship between the duration of

SPOC use based on Chaoxing course portals and the

new media literacy of future Chinese language

teachers

3.4 Data Collection Tools

In order to obtain personal information of the future

excellent Chinese teachers oriented rural education, a

demographic information form was designed which

contains questions about gender, age of the

participants. The other scale used in the present study

was new media literacy developed by Literat (Literat,

2014) according to the 12 New Media Literacy Skills

(NMLS). There are 57 questions, cut into twelve sub

scales: play, simulation, performance, appropriation,

multitasking, distributed cognition, collective

intelligence, judgment, trans-media navigation,

networking, negotiation and visualization. The Likert

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5-point scoring method is used to score from 1 to 5

points presenting “strongly disagree” to “strongly

agree” respectively. In this study, Cronbach’s Alpha

coefficient of the scale was calculated as 0.938 for

the overall scale. Furthermore, The Cronbach alpha

coefficient of subscales ranges from 0.885 to 0.898.

3.5 Data Processing Analysis

To compare the mean vectors of each group, we used

analysis of variance to evaluate the impact of SPOC

use on the overall new media literacy and its sub

dimensions SPSS 24.0 software was used to analyze

the valid data. Descriptive statistics was used to

analyze the data having normal distribution.

One-way analysis of variance (ANOVA),

multivariate analysis of variance (MANOVA) were

used to determine the group that caused the

difference. The .05 significance level was accepted

for all tests performed. Evaluation intervals were

calculated in order to make sense of averages. The

effect sizes for ANOVA, MANOVA were also

calculated. The effect size statistics provide

information on the magnitude of the differences

between groups (Pallant, 2020).

To compare the groups, partial eta squared (η2)

effect size statistics were used. The obtained eta

squared values were interpreted as .01 = small

effect, .06 = moderate level effect, .14 = big effect

(Pallant, 2020). Furthermore, the relationship

between time duration of SPOC use and new media

literacy of the future teachers was examined by using

variance analysis. ANOVA was used to determine

the extent to which the overall and sub dimensions

levels of the future Chinese language teachers’ SPOC

use time duration predicts their new media literacy.

Post Hoc Tests was used to identify which time

duration groups had significant differences and what

kind of difference. Assumptions are namely extreme

values, normality. The distributions of the data

obtained from new media literacy were recorded

normal.

4 RESEARCH RESULTS

4.1 Results Related to the First Problem

For the first question (Q1): Does the overall new

media literacy of future rural excellent Chinese

teachers differ significantly according to duration of

SPOC use? If does, to what extent? Table 1, table 2

and table 3 showed the research results as bellow:

Table 1: Between-subjects factors

Value Label N

How long did you spend on the SPOC every

week in the last year

A less than one hour 62

B 1-3 hours 63

C 3-5 hours 23

D more than 5 hours 12

Table 1 showed the descriptive statistics of

different SPOC duration on the whole of new media

literacy. For value labels, Group A (n=62) referred to

the use of SPOC for less than 1 hour per week,

Group B (n=63) referred to the use of SPOC for less

than 1-3 hours per week, Group C (n=23) referred to

the use of SPOC for less than 3-5 hours per week,

Group D (n=12) referred to the use of SPOC for less

than 3-5 hours per week.

Table 2: Descriptive statistics of overall new media literacy of future excellent Chinese teachers

N Minimum Maximum Sum Mean Std. Deviation Skewness Std. Error Kurtosis Std. Error

NML 160 2.98 5.00 596.05 3.7253 .39309 .285 .192 -.025 .381

Valid 160

Table 2 showed the skewness and kurtosis

coefficients of the new media literacy (NML)

questionnaire were acceptable with the former was

.285 and the latter was -.025. And Minimum,

maximum, mean were no floor effects in overall new

media literacy. In conclusion, data were in accordance

with the normal distribution. Therefore, parametric

tests were used in the statistical analyses.

Efﬁcacy of SPOC Usage Based on Course Portal on the New Media Literacy of Future Excellent Rural Chinese Language Teachers

181

Table 3: ANOVA results related to the overall new media literacy of future rural excellent Chinese teachers in terms of time

duration of SPOC use

Sum of Squares Df Mean Square F Sig. Partial Eta Squared

Between Groups 2.87 3 .95 6.90 .000*** .117

Within Groups 21.69 156 .13

Total

24.56 159

*p < .05 **P< .01 ***P < .001

According to Table 3, a significant difference was

diagnosed between the overall new media literacy

(NML) of future Chinese language teachers according

to time duration of SPOC use [F (3, 156) =6.90,

p=.000<.05]. To compare the groups, partial eta

squared (η2) effect size statistics were calculated. The

obtained eta squared values were interpreted as .01 =

small effect, .06 = moderate effect, .14 = big effect

(Literat, 2014). It was observed that the effect size η2

was .117. Therefore, it can be said that time duration

of SPOC use has a significant moderate efficacy on

the overall media literacy of future Chinese language

teachers.

4.2 Results Related to the Second

Problem

For the second question (Q2): Do the twelve

dimensions of new media literacy of future excellent

Chinese language teachers oriented rural education

differ significantly according to duration of SPOC

use? If do, to what extent? Table 4, table 5 and table 6

showed the research results as bellow:

Table 4: Descriptive statistics on the twelve dimensions of new media literacy

N Minimum Maximum Mean Std. Deviation Skewness Std.Error Kurtosis Std. Error

play 160 2.60 5.00 3.86 .56 .20 .19 -.13 .38

simulation 160 2.20 5.00 3.75 .55 .13 .19 .02 .38

performance 160 1.75 5.00 3.48 .62 .02 .19 .06 .38

appropriation 160 2.20 5.00 3.54 .58 .11 .19 -.01 .38

distributed cognition 160 2.40 5.00 3.72 .51 .22 .19 .06 .38

multitasking 160 2.40 5.00 3.58 .56 .16 .19 -.07 .38

collective intelligence 160 2.60 5.00 3.84 .50 .05 .19 -.14 .38

judgment 160 3.00 5.00 3.85 .53 .11 .19 -.31 .38

trans-media navigation 160 1.40 5.00 3.89 .63 -.40 .19 1.05 .38

networking 160 2.00 5.00 3.57 .59 .27 .19 -.06 .38

negotiation 160 2.40 5.00 3.80 .59 -.06 .19 -.27 .38

visualization 160 2.67 5.00 3.78 .56 .24 .19 -.18 .38

Table 4 showed statistics of minimum, maximum,

mean were no floor effects in twelve dimensions of

new media literacy (NML). The skewness and

kurtosis coefficients of the entire questionnaire were

acceptable with the former ranging from 0.02 to −

-0.40 and the latter ranging from 0.02 to 1.05. The

data were normally distributed. Therefore, parametric

tests were used in the statistical analyses of twelve

dimensions of new media literacy (NML).

Table 5: MANOVA results related to time duration of media use impact on the twelve dimensions of new media literacy of

future rural excellent Chinese teacher

Variance

Source

Dependent

Variable

Df SSCP Matrix F

Wilks’

Lambda

Between

Groups

play 3 8.29 6.03 5.16 4.74 4.48 4.08 5.81 4.45 3.55 2.60 3.15 4.43 10.28***

1.72**

F=.67

simulation 3 6.03 4.74 3.86 3.69 3.77 3.14 4.36 3.16 2.32 1.51 1.74 2.96 5.56***

performance 3 5.16 3.86 3.30 3.22 3.05 2.69 3.77 2.97 2.17 1.61 1.86 2.86 2 .96*

appropriation 3 4.74 3.69 3.22 3.59 3.30 2.79 3.83 3.29 1.97 1.59 1.64 3.00 3.63*

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distributed

cognition

3 4.48 3.77 3.05 3.30 3.36 2.64 3.56 2.73 1.61 1.05 1.03 2.36 4.55**

Wilks' Lambda=1.72

Sig. p= .007

multitasking 3 4.08 3.14 2.69 2.79 2.64 2.25 3.12 2.54 1.68 1.27 1.39 2.36 2.38n.s.p

collective

intelligence

3 5.81 4.36 3.77 3.83 3.56 3.12 4.36 3.56 2.45 1.89 2.12 3.38 6.18***

judgment 3 4.45 3.16 2.97 3.29 2.73 2.54 3.56 3.32 2.10 1.90 2.06 3.18 4 . 1 5 **

trans-media

navigation

3 3.55 2.32 2.17 1.97 1.61 1.68 2.45 2.10 1.74 1.46 1.80 2.21 1.45n.s.p

networking 3 2.60 1.51 1.61 1.59 1.05 1.27 1.89 1.90 1.46 1.43 1.70 2.02 1.33n.s.p

negotiation 3 3.15 1.74 1.86 1.64 1.03 1.39 2.12 2.06 1.80 1.70 2.12 2.30 2.05n.s.p

visualization 3 4.43 2.96 2.86 3.00 2.36 2.36 3.38 3.18 2.21 2.02 2.30 3.17 3.44*

play 156 41.93 17.78 18.49 18.82 18.00 20.69 12.39 14.69 13.97 16.59 15.39 14.63

Within

Groups

simulation 156 17.78 44.39 24.76 20.94 13.24 12.16 13.16 10.24 15.58 13.69 15.20 8.703

performance 156 18.49 24.76 58.02 26.97 10.89 19.87 8.1 9.36 14.95 16.07 15.05 12.67

appropriation 156 18.82 20.94 26.97 51.35 18.26 20.64 12.95 13.16 26.62 25.47 22.28 22.98

distributed

cognition

156 18.00 13.24 10.89 18.26 38.40 21.76 17.93 20.37 21.26 14.41 21.02 18.97

multitasking 156 20.69 12.16 19.87 20.64 21.76 49.31 14.39 19.29 17.82 18.51 22.02 18.53

collective

intelligence

156 12.39 13.16 8.12 12.95 17.93 14.39 36.73 21.47 21.31 16.83 23.24 18.33

judgment 156 14.69 10.24 9.36 13.16 20.37 19.29 21.47 41.64 27.95 21.89 33.01 29.16

trans-media

navigation

156 13.97 15.58 14.95 26.62 21.26 17.82 21.31 27.95 62.24 34.19 32.52 29.81

networking 156 16.59 13.69 16.07 25.47 14.41 18.51 16.83 21.89 34.19 55.78 31.55 21.79

negotiation 156 15.39 15.20 15.05 22.28 21.02 22.02 23.24 33.01 32.52 31.55 53.79 35.86

visualization 156 14.63 8.70 12.67 22.98 18.97 18.53 18.33 29.16 29.81 21.79 35.86 47.97

*p < .05 **P< .01 ***P < .001 n. s. p > .05

Table 5 was results of MANOVA. Multivariate

test showed the value of Wilks’ Lambda=1.72,

converted to F value = .67, P = 0.007＜.05 at a

significant level. It implied that the different duration

of SPOC use was significantly different in at least

one of the twelve dimensions of new media literacy

(NML). According to a series of analysis of variance,

it was revealed that play (F=10.28, P=.000＜.05）,

simulation (F=5.56, P=.001 ＜ .05 ） , performance

(F=2.96, P=.034 ＜ .05), appropriation (F=3.63,

P=.014＜.05), distributed cognition (F=4.55, P=.004

＜ .05 ） , collective intelligence (F=6.18, P=.001

＜ .05), judgment (F=4.15, P=.007 ＜ .05),

visualization (F=3.44, p=.018＜.05) was significant

at .05 level. These indicated that duration of SPOC

use has significant efficacy on the eight dimensions

of NML among PCLT. However, it can be seen that

multitasking (F=2.38; p=.072 ＞ .05), trans-media

navigation (F=1.45, p=.2＞.05), networking (F=1.33,

p=.26＞.05), negotiation (F=2.05, p=.10＞.05) of

future teachers’ scores for NML were no significant

at .05 level. These implied that duration of SPOC use

has no significant efficacy on the four dimensions of

NML among future excellent rural Chinese language

teachers.

Table 6: Summary of ANOVA and Post Hoc Test results related to time duration of SPOC use impact on the twelve

dimensions of new media literacy of future rural excellent Chinese language teachers

Variance Source Dependent Variable

Sum of

Squares

(SS)

Mean

Squar

(

)

F Sig. P

Partial Eta

Squared

(η2)

Post hoc test

Time duration

(Between groups)

play 8.29 3 2.76 10.28 .000 .165

C>A C>B

D>A D>B

simulation 4.74 3 1.58 5.56 .001 .097 C>A C>B

performance 3.30 3 1.10 2.96 .034 .054

C>A C>B

D>A

appropriation 3.59 3 1.19 3.63 .014 .065

C>A C>B

D>A D>B

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183

distributed cognition 3.36 3 1.12 4.55 .004 .081 C>A C>B

collective intelligence 4.36 3 1.45 6.18 .001 .106 C>A C>B

judgment 3.32 3 1.10 4.15 .007 .074 D>A D>B

visualization 3.17 3 1.05 3.44 .018 .062 D>A D>B

Error

(Within groups)

play 41.93 156 .26

simulation 44.39 156 .28

performance 58.02 156 .37

appropriation 51.35 156 .32

distributed cognition 38.40 156 .24

collective intelligence 36.73 156 .23

judgment 41.64 156 .26

visualization 47.97 156 .30

*p < .05 **P< .01 ***P < .001 n. s. p > .05

According to Table 6, the results of the series of

ANOVA and Post Hoc Test, partial eta squared (η2)

effect size statistics and comparison results of mean

values of different time duration variables were

calculated. For play (F=10.28, p<.05), it was

observed that the effect size η2 was .165 with mean

difference of groups C>A, C>B, D>A, D>B. For

simulation (F=5.56, p<.05), it was observed that the

effect size η2 was .097 with mean difference C>A,

C>B. For performance (F=2.96, p<.05) with mean

difference of groups were C>A, C>B D>A, it was

observed that the effect size η2 was .054. For

appropriation( F=3.63, p<.05 ) with mean difference

C>A, C>B, D>A, D>B, it was observed that the

effect size η2 was .065. For distributed cognition

( F=4.55, p<.05 ) with mean difference C>A, C>B

and the effect size η2=.081. For collective

intelligence ( F=6.18, p＜.05 ) with mean difference

C>A, C>B. For judgment ( F=4.15, p＜.05 ) , the

effect size η2= .074 were found. For visualization

(F=3.44, p＜.05) with mean difference D>A, D>B.

According to Pallant that the obtained eta squared

values were interpreted as .01=small

effect, .06=moderate effect, .14=big effect (Pallant,

2020). Therefore, it can be said that time duration of

SPOC use has a significant big efficacy on the play

and significant moderate efficacy on the collective

intelligence, simulation, distributed cognition,

judgment, appropriation, visualization and significant

small efficacy on performance of NML of FRCLTE.

According to honestly significant difference

(HSD) of Post Hoc Test, it was observed that no

significant difference existed between group C and

group D among play, collective intelligence,

simulation, distributed cognition, judgment,

appropriation, visualization of new media literacy.

This means that the effect of using SPOC for 3-5

hours a week is no different from that of using SPOC

for more than 5 hours a week. In other words, it may

be more economical to spend 3-5 hours a week on

SPOC for more than 5 hours on it.

5 RESEARCH CONCLUSION

AND SUGGESTIONS

5.1 Research Conclusion

This study investigated the educational efficacy of

SPOC built on course portal on future excellent

teacher in the context of education digital

transformation. In this study, the efficacy of the usage

of SPOC built on Chaoxing course portal on new

media literacy of future rural excellent Chinese

language teacher was investigated. A cross-sectional

survey was conducted on 160 participants coming

from the Departments of Literature and Journalism of

Leshan Normal University in Southwest China.

Twelve new media literacy formed framework the

study based on. Structured questionnaire was used as

instrument of data collection. For the data analysis,

analysis of variance (ANOVA), multivariate analysis

of variance (MANOVA) were used. The findings of

this study showed the duration of SPOC use has

significant big efficacy on the sub dimensions of new

media literacy called play. And it has significant big

efficacy on the overall new media literacy and its six

sub dimensions called collective intelligence,

simulation, distributed cognition, judgment,

appropriation, visualization. And it has significant

small efficacy on the one sub dimension of new

media literacy called performance among the future

rural excellent Chinese language teachers. In

addition, an interesting phenomenon was found that

the SPOC built on Chaoxing course portal did not

change significantly new media literacy levels in

some specific period of usage time.

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5.2 Implications

Given the significant positive big or moderate

efficacy of SPOC on play, overall new media literacy

and its sub-dimensions such as collective intelligence,

simulation, distributed cognition, judgment,

appropriation, and visualization, educators and course

portal designers can sure that SPOC based on course

portals can effectively develop student teachersʼ 21st

century skills that would well meet the core literacy

requirements of basic education, such as new media

literacy. Considering that there was no significant

difference between the findings of Group C and

Group D, teacher educators and course portal

architects should consciously and appropriately

control the time variable of using SPOC in curriculum

portals to more effectively foster future rural Chinese

language teachers.

ACKNOWLEDGEMENTS

This work is funded by the research program of

Sichuan Center for Rural Education Development

(No.: SCXCJY2022B10) and Leshan Normal

University of China (No.:2021SSDJS020-23).

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Efﬁcacy of SPOC Usage Based on Course Portal on the New Media Literacy of Future Excellent Rural Chinese Language Teachers

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