雨课堂

根据作者实际授课经验,基于雨课堂信息化教学手段对我校大学物理课程进行设计,提出了新型评价体制和混合教学模式,多方位、多角度提高学生的学习积极性,一切以学生为中心,实现大学物理课堂与信息技术的融合,其中提出的新型评价体制只适用于小班教学,而雨课堂及混合式教学对于100人以上的大班仍然适用,教学效果良好。

植物免疫学是植物保护专业本科生一门重要的专业选修课，对学生掌握植物抗病性利用和植物抗病育种知识有着重要意义.为解决该课程传统课堂上学习时间有限、师生互动较少、考核方式单一等问题，进一步提高课程质量，教学团队采用基于雨课堂的混合式教学模式对植物免疫学的课程教学方法进行了创新性改革和实践.围绕其理论课程和实验课程两部分，设计了课前线上预习、课中同步学习以及课后深度学习的3段式教学过程，并构建了多维度课程考核体系.实践结果表明：基于雨课堂的混合式教学模式有利于提升学生学习兴趣、提高课堂满意度、增强学生自主学习能力、提高教学质量.以上研究为后续植物保护专业本科生专业选修课的课程改革提供了新思路。

混合式教学将传统教学 with 线上学习结合起来,对于提高学生学习的自主性和创新性具有重要意义,是目前高等教育领域广泛提倡的一种教育理念.针对计算机原理课程在混合式教学和传统教学融合过程中存在的诸多问题,拟从教学背景分析、教学资源设计和教学评价设计三方面构建基于雨课堂的混合式教学模式.从课前准备和线上预习、课堂考查、讲授和讨论、课后复习和答疑等方面具体展开混合式教学流程,引导学生主动参与教学过程.

探讨了一种在新兴教育技术下传统课堂、在线课堂、雨课堂和翻转课堂"四堂融合"的混合式理论力学教学方法,并进行基于此模式的考核模式改革,显著提高了学生的学习成绩,提高了课堂教学成效,取得了良好的教学效果。这种教学和考核模式改革给当代理论力学课堂教学改革提供了一种思路。

为了提高学生GIS实践技能应用水平，采用“雨课堂”和小组实验模式引入到陕西理工大学地理1601班《GIS空间分析技术》课程教学实践，根据课堂后台数据、在线问卷调查对课堂学习效果和课程考核进行评价。实践表明，学生平均出勤率为97.5%，全班有60.6%的学生喜欢雨课堂；与传统课堂相比，考核成绩区间80~100分的学生人数比重提高了18.7%。此外，雨课堂模式下教师及时获取课堂反馈，师生互动交流增多，打破课堂学习的时空限制，取得良好的学习效果。

针对工程教育专业认证和新工科背景下高等农业院校水利土建类专业结构力学课程的改革探索，结合智慧教学工具雨课堂在课程教学中的初步应用实践，通过课前推送预习材料与名校慕课视频、课上PPT同步学习与课堂测试、课后作业推送与师生沟通反馈等三个环节，帮助教师精准教学。实践表明：相对于以往传统教学模式，近2届水工专业首次期末考试卷面成绩明显提高，雨课堂在结构力学混合式教学中的应用初见成效。为此，以学生学习受益为目标探索将雨课堂教学与农业院校工科学生的学习特点相结合，以期在大数据时代背景下通过智慧教学为相关力学课程的教学改革提供参考。

药物化学是药学专业的基础核心课程，其学习效果对各相关专业培养目标的达成具有重要意义。在研究BOPPPS教学模式的基础上，针对“药物化学”课程特点，重点解决学生学习主动性差、较难将所学药物化学基础知识和基本理论应用于实践以及缺乏创新能力的问题。本团队以“创新能力培养”为宗旨，采用BOPPPS教学模式，并结合“雨课堂+翻转课堂”的教学手段，实现了教学中多形式互动，提高了学生学习的主动性和积极性，使课堂教学质量显著提高。

目的 探讨基于雨课堂的混合式教学在护理教育学课程教学中的应用效果。 方法 将2019年开课的护理本科教学班设为观察组（ n =20），采用课堂教学与雨课堂平台线上学习相结合的混合式教学；将2018年同期开课、学生数量相同、实施传统课堂教学模式的教学班设为对照组（ n =20）。应用SPSS 22.0进行统计学处理，采用独立样本 t 检验对两个班次学生的研讨课、模拟授课和课终理论考核成绩及对课程教学效果的评价进行分析。 结果 两组学生的模拟授课成绩比较差异无统计学意义（ t =0.21， P =0.834），观察组学生的研讨课成绩[91.18±1.20]（ t =3.09， P <0.05）和课终理论考试成绩[78.63±6.28]（ t =3.33， P <0.05）高于对照组，且信息检索 and 处理能力（ t =-3.33， P <0.05）、发现问题能力（ t =-2.17， P <0.05）、独立思考能力（ t =-2.53， P <0.05）、知识整合能力（ t =-3.86， P <0.001）、自主学习能力（ t =-3.12， P <0.05）及对护理教师角色功能的认同感（ t =-2.53， P <0.05）、主动学习的意识（ t =-3.13， P <0.05）和终身学习的态度（ t =-4.46， P <0.001）得分高于对照组。 结论 基于雨课堂的混合式教学有利于学生探究学习能力的培养和对理论知识的深度学习，促进课程教学目标的有效达成。

With the development of digital transformation in education, the traditional teaching mode confronts such challenges as low participation and inadequate knowledge transmission ability of students.This study takes the Water Planning and Management course as an example, constructs a teaching framework of "student-centered, competence-oriented, interdisciplinary integration", combines the Project-Based Learning approach (PBL) with the Rain Classroom Intelligence Platform, to explore systematic innovations in teaching concepts, methods, and evaluation systems.This study shows that the model significantly improves students' comprehensive ability (e.g., problem-solving, collaborative innovation) and internal motivation to learn, improves students' grades in the final exam by 15% on average, and allows them to obtain provincial competition awards.In addition, this study further verifies the effectiveness of blended teaching in engineering education by literature comparison and empirical data, which provides a replicable practical approach for higher education reform in the new generation.

This scoping review explores the use of Rain Classroom, an interactive platform integrated with WeChat, within nursing education by analyzing its uses, benefits, and challenges. Out of 1,726 studies screened between 2016 and 2025, 27 empirical studies highlighted key strengths such as increased interactivity, real-time feedback, and adaptability. Nonetheless, notable obstacles persist, including technological demands on faculty, challenges with student self-discipline, and infrastructure limitations. While Rain Classroom presents significant potential, its effective implementation requires addressing both technical and educational hurdles, indicating a need for further research into its long-term effects and best practices for integration.

Rain classroom is a big data tool that effectively connects the teacher with students throughout the teaching process. This paper mainly applies rain classroom in blended teaching of college students, and evaluates the application effect. Firstly, the authors set up a model of rain classroom, covering all three phases of the teaching process: before-class (B), in-class (I) and after-class (A). Next, the BIA model was applied to the course Film and Television Appreciation, and the key issues in each phase were explained. To evaluate the effect of the BIA model, two questionnaire surveys were carried out among engineering students in Chongqing Three Gorges University. The results show that rain classroom can greatly improve the learning effect of the target course in various aspects: the teacher could arouse the students’ learning interest by sending red packets, make students more attentive through limited-time quiz, and reduce the absence through random roll call; the students were actively involved in group activities and confident in presenting their findings; however, many students most students switched to other apps in the class. The research results provide new insights to the application of big data technology in college education.

In today's era, the total amount of knowledge increases dramatically, the speed of knowledge update is accelerated, and the effective learning of students is increasingly important. The traditional teaching model can no longer meet the needs of education and teaching, and the new teaching model with the help of intelligent teaching tools is more conducive to students' effective learning. The teaching tool of "rain classroom" is student-centered. With the help of PPT and WeChat, teachers can communicate with students in real time on the basis of their independent learning, grasp the learning status of each link of the students through learning behavior data, constantly adjust the teaching design and teaching method, and help students realizing effective learning. Keywords—rain classroom; teaching tools; effective learning

Under the background of current deep integration of web and education, Rain Classroom is an intelligent class teaching tool. This paper analyzes the construction model of intelligent class supported by Rain Classroom, taking the course of Corporation Finance taught by the author as an example. The questionnaire filled out by lots of students shows that Rain Classroom is very popular with students. They think it is a good helper for their study. It has aroused students’ learning enthusiasm and initiative. Based on learning data offered by Rain Classroom, teachers can provide individualized and student-centered teaching services

: Blended teaching mode is an online and offline teaching mode which combines the advantages of online teaching and traditional teaching. This research takes "rain classroom" intelligent teaching platform as the carrier, and uses MOOC and other online resources to carry out blended teaching reform and attempt on "Analog Electronic Technology" course. By considering the characteristics of the course and the problems existing in the traditional teaching methods, this paper expounds the ideas and methods of the course reform. It focuses on the construction of online and offline resources, the implementation of hybrid teaching mode, and the construction of Diversified Assessment and evaluation system. The implementation of this study has achieved good results and greatly improved the students' class participation and knowledge mastery.

This article aims to give full play to the main body status of students, divide the teaching content into "online articles-offline articles-combined articles", and construct the advanced mathematics trinity of "before class-while class-after class" based on the application of Rain Class Mixed teaching mode. At the same time, a multiple intelligent teaching evaluation system with "multiple evaluation subjects, multiple evaluation methods, and multiple evaluation content" has been established. This model not only scientifically evaluates students’ comprehensive performance, but also greatly improves students’ learning interest and learning efficiency.

With the development of informatization teaching, how to effectively use informatization tools to promote the learning effect and improve the learning experience is an urgent problem for teachers. The paper designed interactive learning activities during the whole learning process. It analyses the impact of activities on academic performance. Results showed that there are positive correlations between the number of pages of preview slides and the class exercises score, the class exercises score and the final written test score, the class exercises score and the computer test score. There is no correlation between reading time of preview slides and the class exercises score, neither between the number of barrage and the class exercises score. The interview revealed the advantages of using Rain Classroom to learn, which may provide reference for the teaching reform based on instruction tools.

… This paper, with the Rain Classroom platform as the technical support, constructs an integrated blended teaching mode of" before class-during class-after class". Combined with specific …

Since the age of the Internet was coming, the smart teaching tool Rain Classroom provides new research ideas and directions for education reform. In this paper, the researchers analyzed the characteristics of Rain Classroom, studied the problems in flipped classroom teaching, designed a new flipped classroom teaching mode based on Rain Classroom, and practiced the new mode in a course on computer‐aided landscape design. Significant academic differences were shown according to questionnaire surveys of students who experienced Rain Classroom learning compared with a control group learning through traditional lecture‐based learning methods. Results suggest that a comparable group of graduate students who participated in the flipped class based on Rain Classroom scored significantly higher (p = .041 < .05) on the “computer‐aided landscape design” by an average of >3 percentage points than that of the control group. According to survey data, students learned more from the Rain Class than from a traditional lecture format, and the class also promoted teamwork skills. Our results show learning in the Rain Classroom can improve the students' learning interest, stimulate students' learning initiative, and promote better learning.

A significant area of contemporary mathematics is Discrete Mathematics, which is the field of mathematics that examines the structure of discrete quantities and their interactions. The study of the structure and relationships based on discrete quantities, whose objects are typically finite or countable elements, is known as discrete quantity theory. Discrete means various connected elements. A preparatory course in discrete mathematics is also required for many professional computer and big data courses, including those in data structure, artificial intelligence, databases, algorithm design and analysis, etc. We adopt a hybrid teaching approach and "rain classroom" teaching method based on the improvement of students’ comprehensive ability, to train students to apply relevant knowledge and master the descriptive tools and methods for dealing with discrete structures, and to reform for this course based on the improvement of students’ comprehensive ability. This will help to set the stage for the learning of subsequent courses. The goal of the course is to build a strong foundation for future involvement in cutting-edge research and development activities by enhancing students’ abilities in rigorous logical reasoning and abstract thought.

"Blended Teaching" is the main trend of higher education nowadays. With the analysis on the blended teaching, this paper presented a primary research on it based on Rain Classroom in the teaching practice of "Japanese for non-Japanese major students". Rain Classroom is a teaching tool developed by Tsinghua University. The computer and mobile terminals of Rain Classroom directly serve teaching. Computer terminal is mainly used for data collection, storage, analysis and decision-making in teaching, while pre class preview courseware and MOOC video as well as exercises are sent to the mobile terminal, from which students can learn the relevant content. It helps students break through the limitation of time and space in their study and enhance their interest in learning. With the help of Rain Classroom, multiple modes of online teaching, classroom real-time answer, barrage interaction, extracurricular online discussion, as well as learning evaluation grade can be established to provide a feasible solution for blended teaching in the teaching practice of Japanese for non-Japanese major students.

… integrates AI technology and Rain Classroom tools with higher … synergistic use of AI and Rain Classroom solves class-hour … ), while Rain Classroom interaction and group points boost …

OBJECTIVES To investigate the effect of Rain Classroom and Presentation-Assimilation-Discussion (PAD) class blended learning mode on a surgical nursing course. METHODS In this retrospective study, a total of 212 nursing undergraduates of Youjiang Medical University for Nationalities were selected as the research objects. There were 102 participants taking the traditional teaching model, assigned into the control group. The remaining 110 participants taking Rain Classroom and PAD class blended learning mode were assigned into the observation group. A questionnaire survey was conducted after the intervention. RESULTS After the intervention, the comprehensive assessment score of the observation group was higher than the control group ((83.8 ± 2.64) vs. (81.71 ± 3.74), P = 0.01). The independent learning ability ((81.61 ± 12.04) vs. (77.46 ± 4.23), P = 0.001), and self-efficacy ((27.78 ± 4.18) vs. (26.39 ± 4.67), P = 0.023) were higher in the observation group than those in the control group. The course satisfaction of the observation group was higher than that in the control group (79.09% and 65.69%, P = 0.029). CONCLUSIONS The blended mode of Rain Classroom with PAD class effectively improves teaching quality, academic performance, self-learning ability, self-efficacy of students, and increased students' satisfaction with teaching methods.

We present our implementation of a software system that facilitates teachers to create preview and review teaching materials before and after class, as well as enhance interactions between teachers and students for in-class activities. The software system is widely used in China's colleges and universities from 2016, covering more the 3 million teacher/student users. We plan to demonstrate the tool by presenting how it works in a teaching scenario and offering visitors the opportunity to interact with each other.

The development of modern science and technology has had a significant impact on the traditional teaching methods of higher education institutions. The utilization of technology-mediated learning approaches has provided universities and other higher education institutions with an opportunity to promote blended learning. This research aims to empirically analyze the learning effects of blended learning using the machine learning algorithm CART (Classification and Regression Tree) and regression analysis models, with Learning Management Service (LMS, using Rain Classroom as an example in this paper). It explores whether different dimensional factors in blended learning on the Rain Classroom platform are associated rules for English proficiency, while specifically focusing on their correlation with scores in the English proficiency test (CET-4, College English Test Band 4). The study identifies which association rules within these factors contribute to the improvement of students’ scores. Additionally, it classifies students based on their scores and learning effects using a decision tree structure. Based on the classification results, a multiple linear regression model is constructed to quantitatively assess the learning effects of using Rain Classroom for English language learning among students with different English proficiency levels. These analytical results enable educators, during the later stages of using Rain Classroom for blended learning, to adjust teaching decisions based on individual situations of students in different categories. They can design teaching materials and activities tailored to each student, leveraging the tool capabilities of Rain Classroom as an LMS and the advantages of blended learning. This approach aims to create more profound and meaningful learning experiences for students, assisting them in achieving educational goals and unlocking their full potential in academics.

Objective The post-pandemic era has accelerated the integration of digital tools like the Rain Classroom platform into clinical medical education. This study examined factors influencing preclinical medical students’ satisfaction with hospital teachers’ instruction in this blended learning context at a Chinese medical college. Methods A retrospective analysis of 278 teaching evaluations was conducted. Preclinical medical students anonymously assessed clinicians through an online teaching evaluation system across three domains: Professionalism (Score1, 30 points), Pedagogical skills (Score2, 40 points), and Learning outcomes (Score3, 30 points). Internal consistency was verified (Cronbach’s α: Score1 = 0.79, Score2 = 0.83, Score3 = 0.84, total score = 0.95). Results We found that class size negatively correlated with all scores (Score1: rho = −0.186, p = 0.002; Score2: rho = −0.210, p < 0.001; Score3: rho = −0.225, p < 0.001). Specialized courses significantly increased odds of high Score3 (OR = 1.928, 95% CI [1.153–3.222], p = 0.012) compared to introductory courses. The results revealed that class size and course specialization were significant factors influencing students’ overall satisfaction, as indicated by their scores. Teacher demographics (age/gender/degree/title) showed no significant associations (all p > 0.05). Conclusion Smaller class sizes and specialized courses enhanced satisfaction in Rain Classroom-based blended learning, while instructor characteristics like gender, age, degree, experience, and title did not influence students’ satisfaction.

… In this paper, we elaborate on the combination of Rain Classroom with the traditional F2F interaction to facilitate blended learning and the application of the model in the English Public …

… Using software Rain Classroom, this paper considers blended learning in linear algebra … the Rain Classroom and the characteristics of blended learning compared to traditional learning …

Based on the blended teaching of the rain classroom, it can not only utilize the high-quality rain classroom resource, but also meet the needs of students' differentiation and individualization, and make up for the shortcomings of traditional teaching. The college English blended teaching reform based on the rain classroom is on the basis of the data and intelligent information provided by the rain classroom to support the process of college English teaching reform. This paper analyzes the college English blended teaching mode based on rain classroom including the front-end analysis, teaching design and learning evaluation; teaching resource, teaching environment and teaching evaluation are designed; the implementation measures of college English blended teaching based on the rain classroom is proposed. The application of the research results in this paper can mobilize the enthusiasm of students, improve the efficiency of classroom teaching, and improve students' practical application ability in English.

With the arrival of the “Internet plus” era, students’ thinking ability and way of thinking have changed, making modern teaching reform imminent. As a smart teaching tool, Rain Classroom aims to improve the overall classroom teaching experience, making teacher-student interaction and teaching more convenient. This paper conducts an in-depth study of the Chinese Language and Literature course based on the Rain Classroom, using comparative experiments to study the impact of this teaching mode on students’ learning outcomes. The results of the comparative experiment showed that the final examination results of the students in the experimental class were significantly higher than those of the control class; the results of the questionnaire survey showed that the motivation, study habits, independent learning and collaborative learning ability of the students in the experimental class had significantly improved compared with those in the control class; at the same time, more than 90% of the students approved and endorsed the “Rain Classroom” learning The overall satisfaction rate of the blended teaching mode was 92.05%.

Online education platform such as MOOC (massive open online course), with its rich learning resources, free learning time has been welcomed by a large number of students, but due to its untimely feedback and poor interactivity, it has led to a high dropout rate. Blended learning combines traditional education (face-to-face) with m-learning to provide learning interaction and feedback while providing a large amount of learning resources. The Rain Classroom is a WeChat-based smart teaching tool designed by Tsinghua University. It allows students to prepare before class on the mobile phone and interact with classmates and teachers during the class. This paper aims to study whether the Rain Classroom can achieve learning interaction and learning feedback, and whether learning interaction and learning feedback have a positive impact on learning satisfaction. Keywords—online education; blended learning; Rain Classroom; interaction; feedback; learning satisfaction

Blended teaching becomes popular and one of the common teaching methods in colleges and universities. A common concern of teachers is put on how to choose blended teaching tools and how to carry out blended teaching. Thus, we comprehensively analyzed the software system, characters, and advantages of the Rain Classroom by focusing on its functional points. We used a new mode 3D Blended Teaching Mode based on the smart teaching tool Rain Classroom and introduced its specific application in detail. We applied it to the operations management course to introduce how to effectively use the 3D Blended Teaching Mode and carry out blended teaching.

… -offline blended teaching mode based on rain classroom is … -offline blended teaching based on rainy classroom are as fol… offline blended teaching based on the rainy classroom can …

… ’ autonomy in learning. Under the background of rain classroom, classroom roles can change from one to another at any time and it is convenient to adjust the classroom atmosphere, …

Abstract Background: During the COVID-19 pandemic, the Chinese government mandated that universities use information technology to reform and innovate the teaching environment, teaching methods, and teaching models, and adopt online and offline teaching models to improve teaching quality. Objectives: This study aimed to explore the application effect of Rain Classroom combined with Presentation-Assimilation-Discussion [1] Class blended learning based on constructivism in a surgical nursing course. Design: A cross-sectional survey. Setting: Medical university in China. Participants: The participants were 212 nursing undergraduates. Methods: The participants were divided into two groups: the control group receiving the traditional teaching model and the observation group receiving blended learning. Pre-and post-class questionnaires were conducted. Results: Student scores for the comprehensive assessment, independent learning ability, and self-efficacy in the observation group were statistically significantly higher than those in the control group. Satisfaction with the teaching modelwas higher in the observation group than in the control group. Conclusions: Rain Classroom with PAD Classeffectively improved teaching quality, students’ academic performance, self-learning ability, and self-efficacy, and increased satisfaction with teaching methods.

Machine learning plays a more and more important role in postgraduate research, so it has become a course that must be offered in every university. The aims of this course are to enable graduates to master common machine learning algorithms and deepen the understanding of the algorithm through programming exercises and typical examples of applications. This paper tries to conduct a novel blended teaching mode based on rain classroom. The blended teaching mode is composed of three stages: pre-class, in-class and post-class. Each stage has clear and distinct teaching objectives: pre-class emphasizing knowledge transfer, in-class stressing knowledge internalization & ability development, and after-class strengthening knowledge & ability consolidation. The course score in 2022 proves the effectiveness of this method.

With the rapid development of the economy and continuous advances in engineering technologies, engineering cognition and practice courses play a crucial role in higher education for engineering disciplines. This paper explores the integration of artificial intelligence (AI) technologies into engineering education through the use of the “Rain Classroom” intelligent teaching platform. It highlights the platform’s functional advantages in enhancing classroom interaction, learning analytics, and personalized learning. Through real-world teaching cases, the study validates the effectiveness of intelligent classroom models in improving student motivation, teaching efficiency, and the development of engineering competencies. Furthermore, the paper identifies current challenges in building intelligent classroom — such as fragmented teaching resources, limited platform capabilities, insufficient digital literacy among instructors, and low student autonomy, and it proposes corresponding improvement strategies. The study aims to provide both theoretical foundations and practical guidance for the development of intelligent classrooms in engineering education, thereby promoting innovative talent cultivation models.

… Rain Classroom is an optimal example of mobile learning and learning analytics; however, there are very few systematic studies of application of Rain Classroom. Thus far, scholarship …

Background The COVID-19 pandemic has accelerated several social changes, particularly the shift in education towards online environments. Digital technologies are being extensively used in educational practices, but current research mostly focuses on describing digital teaching practices, with few studies summarising practical experiences and extracting universal principles and patterns. Objective To summarise the practical experience of using Rain Classroom in information technology teaching tools, and to extract universal principles and patterns. Method From July 1 to December 1 2023, eight semi-structured qualitative interviews were conducted with teachers in Hunan, China, who used Rain Classroom for digital teaching. Through multi-level coding, key themes were progressively distilled from interview data, combined with cross-level mapping from the multidimensional perspectives of the Rainbow Framework, ultimately abstracting theoretical principles. Results The convenience, interactivity and diversified learning functions of Rain Classroom’s digital teaching are highlighted in this study. Through the summarisation of practical experience, a theoretical model was established, focusing on Resilience, Adaptability, Inclusivity, Nurturing Continuous Improvement, Balanced Evaluations, Optimal User Experience and Weathering Challenges with Comprehensive Enablers.

“Internet + Education” has promoted the rapid development of education in China, and Rain Class platform is welcomed by both teachers and students for its practical and specific online and offline hybrid teaching methods. This paper states firstly the academic research status of MOOC and Rain Classroom in China. Then it discusses three design principles of hybrid teaching in college English Rain Classroom, and based on the principles it analyzes the micro design of hybrid teaching in “Advanced Business English Course” under the platform of Rain Classroom, including specific requirements and content of the high-level, innovation and challenge of the course, the overall process of the Rain Classroom, and all-round interactive links. Through this research, we hope to further promote the extensive application of the platform of Rain Classroom and practical teaching of Business English.

… Rain Classroom platform allows instructors to deliver quizzes, share learning resources, collect feedback, and monitor classroom … learning analytics: a systematic review. International …

[Aims] This study aimed to investigate the effectiveness of combining Rain Classroom with case-based teaching in improving the educational outcomes of undergraduate interns in gynecological nursing. [Methods] A total of 48 full-time undergraduate nursing interns in the gynecology department of the Seventh Affiliated Hospital of Sun Yat-sen University from August 2023 to April 2025 were selected and divided into a control group (traditional lecture-based teaching, n = 24) and an experimental group (Rain Classroom combined with case-based teaching, n = 24) according to the time sequence. The effectiveness of teaching was evaluated based on theoretical exam scores, nursing assignment scores, and teaching satisfaction. [Results] The results showed that the theoretical exam scores and nursing assignment scores of the experimental group were significantly higher than those of the control group. Moreover, the combined teaching model effectively stimulated students’ interest in learning, improved their mastery of theoretical knowledge, enhanced learning initiative and engagement, and increased overall teaching satisfaction. [Conclusions] The integration of Rain Classroom with case-based teaching is effective in enhancing students' learning initiative, optimizing knowledge acquisition, and providing practical support for nursing education reform.

In response to China’s Ministry of Education’s directive for “postponement of school without suspension of learning” to combat the spread of COVID-19, we commenced online classes at Shandong University. Teaching in an online environment presented a number of challenges in comparison with face-to-face instruction. A key question raised about online learning is its effectiveness in comparison with traditional instruction. In this paper, we describe a number of new pedagogical models of online teaching of organic chemistry based on the Rain Classroom and WeChat platforms and examine the design, implementation, and evaluation of online teaching modules. Lessons learned from our practice are presented to provide guidance to interested educators for future online teaching.

The purpose of the study is to discuss the effect of multimodal teaching mode based on Rain Classroom on graduates’ English learning agency. This paper constructs the multimodal …

Traditional assessment of medical laboratory skills often focuses on summative outcomes, overlooking the procedural errors that lead to failure. This limitation is particularly acute for high-stakes, technique-sensitive procedures like Gram staining. To address this gap, we propose an intelligent assessment model that leverages multi-dimensional process data for precise, automated skill evaluation. Our framework integrates pre-class learning data from a SPOC platform, in-class interaction data from Rain Classroom, and fine-grained operational data from a virtual simulation platform for Gram staining (N=325). We employ a Decision Tree algorithm to construct a classification model that predicts experimental success and reveals the critical factors influencing the outcome. The model achieved a classification accuracy of 0.83 and an F1-Score of 0.83. Interpretive analysis of the model revealed that decolorization time (sim_decolor_time) is the single most critical predictor of success, followed by smear thickness (smear_thickness) and pre-class knowledge mastery (spoc_score). The model successfully identified typical failure pathways, such as "inadequate theoretical knowledge leading to imprecise control of critical step durations." This study validates the feasibility of building an interpretable, intelligent assessment model by fusing multi-dimensional learning data. The resulting framework offers a more objective and diagnostically insightful alternative to traditional methods and provides a validated paradigm for data-driven, personalized medical laboratory education.

Online and offline blended teaching mode, the future trend of higher education, has recently been widely used in colleges around the globe. In the article, we conducted a study on students’ learning behavior analysis and student performance prediction based on the data about students’ behavior logs in three consecutive years of blended teaching in a college’s “Java Language Programming” course. Firstly, the data from diverse platforms such as MOOC, Rain Classroom, PTA, and cnBlog are integrated and preprocessed. Secondly, a novel multiclass classification framework, combining the genetic algorithm (GA) and the error correcting output codes (ECOC) method, is developed to predict the grade levels of students. In the framework, GA is designed to realize both the feature selection and binary classifier selection to fit the ECOC models. Finally, key factors affecting grades are identified in line with the optimal subset of features selected by GA, which can be analyzed for teaching significance. The results show that the multiclass classification algorithm designed in this article can effectively predict grades compared with other algorithms. In addition, the selected subset of features corresponding to learning behaviors is pedagogically instructive.

… support system based on learning analytics and intelligent recommendation … Learning Heatmap: Collect real-time feedback through classroom response systems (eg, Rain Classroom) …

A blending approach of mobile learning and formal classroom learning is proposed and applied in the teaching of offshore engineering environment and loads. The Rain classroom developed by Tsinghua University was incorporated into the teacher‐guided classes. A smoother communication, as well as real‐time interaction between teachers and students, was achieved with the aid of mobile learning technology. The participants were juniors from Offshore Oil and Gas Engineering, a subject ranking on the list of world first‐class disciplines. The same examination was issued to both groups after the learning of offshore engineering environment and loads with and without the application of Rain classroom. Furthermore, a survey was conducted on the former group. According to the results, students experienced that the blending learning has a positive attitude toward the reformation of learning mode, and they obtained higher scores in the final examination than the control group. Further extensive studies are required to evaluate the effects of learning intensity, time duration, frequency of teacher–student interaction, and participants from different educational backgrounds.

Taking ESP course of International Engineering English as a case study, this article aims to enhance language teaching efficiency via optimizing the teaching design assisted by the Rain Classroom mobile learning platform. The research findings show that the effective improvement of teaching effectiveness can be achieved through three aspects: the in-depth analysis of the course characteristics and teaching objectives, combining with the Rain Classroom to carry out diversified teaching, and adopting the whole process quantitative assessment mechanism. This study provides a feasible approach to reform the ESP language teaching for cultivating interdisciplinary talents in the field of international engineering in China.

… Rain Classroom, as a newly mobile learning app developed by Tsinghua University in China, has been evidenced effective in education in many fields. It integrates the social …

Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study’s primary investigation is the impact of peer and superior influences on learners’ usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students’ utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students’ continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom.

In the traditional classroom teaching in colleges and universities, teachers are the leading role, and students are in the supporting role, learning initiative, enthusiasm and effect is not good. "To learn as the center" live classroom information technology with the aid of rain, from the teaching conception and design, teaching content selection and organization, teaching classroom demonstration and implementation, the teaching effect evaluation and feedback four aspects fully mix students WeChat and PPT courseware + rain classroom blackboard + MOOC/web/video and so on to carry out the task homemade/problem-based live broadcast of a mixture of classroom teaching practice. Using the rain live classroom answer, voice interaction, the screen or class QQ group vies to answer first, such as a variety of interactive teaching methods, using live lectures, QQ group learning, QQ for classroom and flip the classroom teaching methods, such as different understanding of learning knowledge, digestion, application, training, assessment, feedback and coaching, seven dimensions in a mixture of "learning centered" live classroom teaching practice research, in order to achieve autonomous learning, interactive learning and mutual learning, improve the quality of learning and learning effect, students train to become the study master, let students to "learn" and "learning", meet the demand of era, Promote the reform of "learning-centered" teaching.

ABSTRACT Mobile technologies are widely used in education, both as standalone tools and in conjunction with other applications. The WeChat-based app Rain Classroom is one such application. Rain Classroom includes learning activities not only during class but also before and after class. Previous research has suggested strong demand for WeChat-based apps that can facilitate learning. However, relevant studies have not empirically evaluated the effect of Rain Classroom on English learning performance. This study examined the effects of using Rain Classroom for English learning. A total of 152 students were divided into control and experimental groups, each with 76 students. The experimental group had significantly better English reading, writing and listening scores than the control group did. The effects of the perceived features of Rain Classroom and learner satisfaction on learning performance were also investigated. Both factors had a significant positive influence on learning performance. The Rain Classroom has been proven to be an effective English learning tool. On the basis of the study findings, relevant implications are offered.

Objective: To explore the application effect of the combined case teaching method based on the rain classroom platform. Methods: 70 students practicing in Microbiological laboratory of the Hospital from May 2020 to May 2021 were selected as the research subjects, and they were divided into control and experimental groups according to the training methods. The experimental group adopted the case teaching method based on the rain classroom, and the control group adopted the traditional teaching method to realize the smooth development of the microbial inspection and teaching activities in three different stages before, during and after class. Pass the theoretical examination and questionnaire after class as the assessment index. Results: Theoretical results, teaching effect evaluation and satisfaction survey scores were significantly higher than that of the control group, and the difference had statistical significance (P<0.05). Conclusion: The case teaching method based on rain classroom platform can improve the learning initiative, clinical thinking ability and scientific research ability, and has higher teaching value.

… Rain classroom is a mobile learning public platform based on WeChat public platform, … the computer and mobile phone. By downloading the computer version of the rain classroom, …

Traditional teaching methods using a blackboard, PowerPoint presentations and resources available through the Internet still play a leading role in university education. The popularity of smartphones and the use of We-Media and other information communication technologies have introduced the possibility of new teaching methods. This new technology combined with a constant endeavor at institutions of higher education to find more efficient teaching and learning tools brings us to a new teaching mode named "smartphone+". This represents an integration of traditional teaching tools and smartphones and can be realized using currently-available smartphone-based APPs. A practical application of the smartphone+ teaching mode has been implemented using the Rain Classroom APP in a surveying course for undergraduates majoring in Geomatics at Lanzhou Jiaotong University. The experiment has shown that the Rain Classroom-based smartphone+ teaching mode is an efficient method of conveying subject matter and is a valuable supplement to traditional teaching modes. It has a number of advantages over traditional teaching methods including online quizzes and tests, real time assessments, fast interaction, before-class preview and after-class online assessments.

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Background Rain Classroom was one of the most popular online learning platforms in Chinese higher education during the pandemic. However, there is little research on user intention under the guidance of technology acceptance and unified theory (UTAUT). Objective This research aims to determine factors influencing students' behavioural intention to use Rain Classroom. Methods In this cross-sectional and correlational investigation, 1138 medical students from five medical universities in Guangxi Province, China, made up the sample. This study added self-efficacy (SE), motivation (MO), stress (ST), and anxiety (AN) to the UTAUT framework. This study modified the framework by excluding actual usage variables and focusing only on intention determinants. SPSS-26 and AMOS-26 were used to analyze the data. The structural equation modelling technique was chosen to confirm the hypotheses. Results Except for facilitating conditions (FC), all proposed factors, including performance expectancy (PE), effort expectancy (EE), social influence (SI), self-efficacy (SE), motivation (MO), anxiety (AN), and stress (ST), had a significant effect on students' behavioural intentions to use Rain Classroom. Conclusions The research revealed that the proposed model, which was based on the UTAUT, is excellent at identifying the variables that influence students' behavioural intentions in the Rain Classroom. Higher education institutions can plan and implement productive classrooms. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-05037-6.