International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 8 Issue 3, May-June 2024 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

"Student-Centered" Teaching Design and Practical Effect

Analysis of Big Data Computing and Storage Course
Meiling Wang, Hongmei Ju, Congcong Shen, Fenghua Qi, Jing Wang
School of Statistics and Data Science, Beijing Wuzi University, Beijing, China

ABSTRACT How to cite this paper: Meiling Meiling

Based on the requirements of big data computing and storage courses Wang | Hongmei Ju | Congcong Shen |
in terms of students' knowledge, abilities, and qualities, this paper Fenghua Qi | Jing Wang ""Student-
proposes a "student-centered" approach to course objectives and Centered" Teaching Design and
Practical Effect Analysis of Big Data
teaching design. By designing and developing instructional content
Computing and Storage Course"
that is enlightening, interactive, and practical, this paper focuses on Published in
the integration of project-based learning and flipped classrooms, International Journal
combining theory with practice. At the same time, it emphasizes of Trend in
cultivating students' problem-solving abilities, innovative spirits, and Scientific Research
team collaboration skills. Finally, this paper demonstrates the and Development
teaching effect through the use of multi-dimensional evaluation (ijtsrd), ISSN: 2456-
indicators and survey questionnaires, and proposes suggestions for 6470, Volume-8 | IJTSRD64969
the continuous improvement. Issue-3, June 2024,
pp.739-745, URL:
KEYWORDS: student-centered; teaching design; big data; data www.ijtsrd.com/papers/ijtsrd64969.pdf
storage; data computing
Copyright © 2024 by author (s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an
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distributed under the
terms of the Creative Commons
Attribution License (CC BY 4.0)
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1. INTRODUCTION
The knowledge system of big data computing and courses. It designs and develops inspirational,
storage courses is complex and challenging, and as an interactive, and practical course content, relying on
emerging field, the content and design of the project-based learning and flipped classrooms. It aims
curriculum require constant updating and enrichment. at creating a "student-centered" teaching model for
As a course that combines theory and practice, how to big data computing and storage courses that cultivates
better cultivate students' practical abilities is also a students with innovative thinking and practical
crucial issue that needs to be addressed. The "student- abilities. By establishing a comprehensive evaluation
centered" teaching philosophy has become the system that comprehensively considers students'
mainstream development concept in higher education knowledge level, practical abilities, and innovative
in recent years, emphasizing a new perspective and potential, it further improves the quality of
model of education that is "student-centered, professional talent cultivation in Data Science and
outcome-oriented, and based on the continuous Big Data Technology Program.
improvement" [1-2]. Compared with traditional
2. "Student-Centered" Teaching Objectives for
teaching methods, the "student-centered" teaching Big Data Computing and Storage Course
philosophy emphasizes the initiative of students in Based on the "student-centered" teaching philosophy
learning. In recent years, many courses have
and the comprehensive training requirements for
implemented "student-centered" teaching reforms and students' knowledge, abilities, and qualities under the
achieved good results [5-6]. new engineering background, we have re-examined
This paper aims at reforming traditional teaching the teaching objectives for the big data computing and
methods and propose a "student-centered" teaching storage course. Oriented by the certification of big
design approach for big data computing and storage data engineering technology and aligned with

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professional ideological and political education, this utilize these frameworks to complete programming
course aims at supporting the knowledge, abilities, practices for engineering cases such as WordCount,
and qualities required for graduation. Through the deduplication, and secondary data sorting.
course, students will systematically grasp the basic
Quality Objectives: This course aims at cultivating
concepts of big data, the principles of big data storage
students' engineering practice abilities and their
and computing, and build a knowledge system for big
ability to analyze and solve problems using big data
data technology. They will understand and master the
thinking. The course also strives to cultivate students'
theoretical foundations and engineering practices of
innovative consciousness, information technology
big data system architectures such as Hadoop, the
research, and proactive learning abilities, enhancing
distributed file system HDFS, the distributed database
their hands-on skills and team collaboration abilities.
HBase, the distributed data warehouse Hive, the
Through course teaching and practice, students will
cluster scheduling framework YARN, the distributed
further enhance their professional qualities and
parallel programming model MapReduce, the in-
become high-quality big data application talents who
memory big data processing framework Spark, and
can adapt to social development. Additionally, in the
the real-time processing framework Flink. This lays a
course teaching and practice process, students will be
foundation for students' future study and work in the
cultivated with a new era spirit of reform, innovation,
field of big data. The specific knowledge, ability, and
and technological innovation, enhancing their
quality objectives are as follows.
professional ethics, qualities, and service awareness.
Knowledge Objectives: Through the course, students Students will possess dialectical thinking and a down-
will systematically grasp the basic concepts of big to-earth craftsmanship spirit, enabling them to adapt
data, the principles of big data storage and computing, to job requirements as early as possible.
and build a knowledge system for big data
3. "Student-Centered" Big Data Computing and
technology. They will have a comprehensive
Storage Course Design
understanding of the development history of big data,
In order to enhance students' learning motivation and
related knowledge, technical systems, characteristics,
interest, cultivate their practical abilities,
and applications of distributed storage and
comprehensive application abilities, and team
computing. In addition, students need to understand
collaboration abilities, this paper proposes a "student-
and master the theoretical foundations and
centered" teaching design plan for big data computing
engineering practices of big data processing
and storage courses based on project-based learning
architectures such as Hadoop, the distributed file
and flipped classrooms. Through project-based
system HDFS, the distributed database HBase, the
learning, students are encouraged to solve practical
distributed data warehouse Hive, the cluster
problems, fostering innovative thinking and
scheduling framework YARN, the distributed parallel
creativity. Through challenges and exploration,
programming model MapReduce, the in-memory big
students develop unique solutions and innovative
data processing framework Spark, and the real-time
ideas. Students work together in groups to complete
processing framework Flink.
project tasks, and this cooperation and teamwork
Ability Objectives: Through the course, students exercises their team collaboration and communication
should be proficient in using big data architectures skills, making them excellent team members and
such as Hadoop, HDFS, HBase, Hive, MapReduce, leaders. In the flipped classroom, students give
Spark, and Flink for big data storage and processing. speeches on the knowledge they have understood to
They should possess practical abilities in distributed other classmates. In this process, students develop
data storage and computing platform setup, basic and exercise their self-study ability, organizational
application development, and operation and ability, collaboration ability, expression ability,
maintenance. Students need to be proficient in setting writing ability, and innovation ability through various
up Hadoop cluster environments, using HDFS Shell links such as team collaboration, information
commands and HDFS JAVA API for development. retrieval, courseware production, flipped classroom
Furthermore, they should master the basic operations lectures, discussion organization, and innovative
of HBase distributed databases and Hive distributed design report writing. By sorting out the content of
data warehouses, understand the basic programming the big data computing and storage course, the
concepts of distributed computing frameworks such following project-based teaching content and flipped
as MapReduce, Spark, and Flink, and be able to classroom teaching content is designed.

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Table 1. Project-Based Instructional Design
No. Project Name Knowledge Cultivation Ability Cultivation Quality Cultivation
Hadoop Installation & Big Data Thinking,
Programming Skills,
Configuration, Pseudo- Innovation
Hadoop Autonomous Learning
Distributed Environment Consciousness,
1 Environment Ability, Technology
Setup, Cluster Environment Dialectical Thinking,
Setup Application Skills,
Setup, Big Data Software Down-to-earth
Problem-solving Skills
Fundamentals Craftsmanship
Big Data Thinking,
HDFS Shell User
HDFS Shell Programming Skills, Dialectical Thinking,
2 Commands, HDFS Shell
Programming Problem-solving Skills Down-to-earth
Management Commands
Craftsmanship
Big Data Thinking,
Programming Skills,
Using HDFS API to achieve Innovation
Autonomous Learning
HDFS JAVA upload, download, create, Consciousness,
3 Ability, Technology
Development delete, modify, view file and Dialectical Thinking,
Application Skills,
file status operations Down-to-earth
Problem-solving Skills
Craftsmanship
HBase Installation &
Configuration, HBase Shell
Programming Skills,
Startup & Shutdown, HBase Big Data Thinking,
Autonomous Learning
HBase Shell Shell General Commands, Dialectical Thinking,
4 Ability, Technology
Basic Operations HBase Shell Table Down-to-earth
Application Skills,
Management Commands, Craftsmanship
Problem-solving Skills
HBase Shell Table Operation
Commands
MapReduce Programming
Big Data Thinking,
Model, Implementing Programming Skills,
Innovation
MapReduce WordCount, De-duplication Autonomous Learning
Consciousness,
5 Principles & Sorting, Average Grade Ability, Technology
Dialectical Thinking,
Applications Calculation, Annual Highest Application Skills,
Down-to-earth
Temperature Calculation, Problem-solving Skills
Craftsmanship
Secondary Sorting
Hive Installation & Programming Skills,
Big Data Thinking,
Hive Installation Configuration, Hive Data Autonomous Learning
Dialectical Thinking,
6 & Basic Types, Hive Basic Ability, Technology
Down-to-earth
Operations Operations, Hive Tables & Application Skills,
Craftsmanship
Advanced Queries Problem-solving Skills
Spark Installation &
Configuration, RDD Big Data Thinking,
Programming Skills,
Spark Transformations & Actions, Innovation
Autonomous Learning
Installation, Spark Shell Programming, Consciousness,
7 Ability, Technology
Configuration & Spark IDE Setup, Dialectical Thinking,
Application Skills,
Programming WordCount Comprehensive Down-to-earth
Problem-solving Skills
Case, Spark Application Craftsmanship
Development
Flink Installation &
Big Data Thinking,
Configuration, Flink Local Programming Skills,
Flink Innovation
Environment Setup & Autonomous Learning
Installation, Consciousness,
8 Operation, Implementing Ability, Technology
Configuration & Dialectical Thinking,
WordCount with Flink, Application Skills,
Programming Down-to-earth
Flume + Kafka + Flink Problem-solving Skills
Craftsmanship
Integrated Experiment

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Table 2. Flipped Classroom Instructional Design
No. Chapter Teaching Content Flipped Classroom Design
Eastern Data to Western Computing,
Teachers provide learning materials,
Data Centers, Definition and
Overview of students self-study, group discussion,
1 Characteristics of Big Data, Big Data
Big Data create presentations, classroom
Computing Models, Big Data
lectures, and teacher summaries.
Applications
Students self-study through group
Hadoop HDFS Architecture, Storage Principles, discussion, retrieve materials, create
Distributed Key Technologies (Master-Standby presentations, classroom lectures,
2
File System Switchover, Triple Replication), collaborative discussion, and form
(HDFS) Read/Write Operations reports. Teachers answer questions,
summarize, and evaluate.
Teachers provide learning materials,
Comparison between NoSQL and students self-study, group discussion,
NoSQL Relational Databases, Three Pillars of create presentations, classroom
3
Databases NoSQL Theory, Four Types of NoSQL lectures, and form reports. Teachers
Databases answer questions, summarize, and
evaluate.
Teachers provide learning materials,
students self-study through group
HBase HBase Data Model, HBase Architecture,
discussion, retrieve materials, create
4 Distributed HBase Internal Principles, HBase's
presentations, classroom lectures, and
Database Connection with Hadoop Ecosystem
form reports. Teachers answer
questions, summarize, and evaluate.
MapReduce Computing Model, Mapper Students self-study through group
Batch and Reducer Processes, Shuffle discussion, retrieve materials, create
Processing Principles and Applications, MapReduce presentations, classroom lectures,
5
Framework Operating Mechanism, MapReduce collaborative discussion, and form
MapReduce Design Philosophy (Divide and reports. Teachers answer questions,
Conquer, Data Locality, Space for Time) summarize, and evaluate.
MapReduce 1.0 Architecture, YARN Teachers provide learning materials,
Hadoop 2.x
Design Philosophy, YARN Architecture students self-study through group
Cluster
Design and Workflow, Comparative discussion, retrieve materials, create
6 Scheduling
Analysis of MapReduce 1.0 and YARN presentations, classroom lectures, and
Framework
(Differences and Relationships between form reports. Teachers answer
YARN
Slot and Container) questions, summarize, and evaluate.
Teachers provide learning materials,
Distributed Hive System Architecture, Hive students self-study through group
Data Working Principles, Differences and discussion, retrieve materials, create
7
Warehouse Relationships between Hive, HDFS, and presentations, classroom lectures, and
Hive HBase form reports. Teachers answer
questions, summarize, and evaluate.
Students self-study through group
Distributed
discussion, retrieve materials, create
Memory Spark Ecosystem, Spark System
presentations, classroom lectures,
8 Processing Architecture, RDD Concepts and
collaborative discussion, and form
Framework Operations, Spark Principles
reports. Teachers answer questions,
Spark
summarize, and evaluate.
Teachers provide learning materials,
Real-time Stream Data, Stream Processing, Flink students self-study through group
Processing Application Scenarios, Flink discussion, retrieve materials, create
9
Framework Architecture, Comparative Analysis of presentations, classroom lectures, and
Flink Storm, Spark Streaming, and Flink form reports. Teachers answer
questions, summarize, and evaluate.

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4. Analysis of the Practical Effects of a "Student-Centered" Big Data Computing and Storage
Course
The author implemented the project-based and flipped classroom teaching methods outlined in Table 1 and Table
2 in the fall semester of the 2023-2024 academic year, and designed a questionnaire to evaluate the teaching
effectificy from the perspective of students. The specific content and results of the questionnaire are summarized
in the following table.
Table 3: Questionnaire Content and Survey Results
Very Strongly
No. Questionnaire Content Agree Neutral Disagree
Agree Disagree
I have a strong interest and curiosity in the
1 "Big Data Computing and Storage" course, 54.29% 31.43% 11.43% 2.86% 0.00%
and invest time and effort in it.
I can actively learn before, during, and after
2 class for the "Big Data Computing and 48.57% 24.29% 25.71% 1.43% 0.00%
Storage" course.
I can identify my learning needs and
development aspirations for the "Big Data
3 48.57% 27.14% 24.29% 0.00% 0.00%
Computing and Storage" course and
communicate them to the teacher.
I can adapt well to the pace of classroom
4 54.29% 35.71% 7.14% 2.86% 0.00%
teaching.
I can identify and solve key and difficult
5 48.57% 37.14% 11.43% 2.86% 0.00%
points in learning.
I actively share my opinions and ideas with
6 44.29% 27.14% 24.29% 4.29% 0.00%
teachers and classmates.
After learning, I can master the knowledge,
7 skills, and learning methods required by the 48.57% 32.86% 17.14% 1.43% 0.00%
course.
After learning, I can apply the knowledge and
8 skills learned to solve practical problems in 45.71% 28.57% 21.43% 1.43% 2.86%
new situations.
I believe that the knowledge and skills learned
9 are helpful to my life and future career 52.86% 31.43% 11.43% 2.86% 1.43%
development.
I am more interested in this course and related
10 51.43% 28.57% 12.86% 4.29% 2.86%
fields, and am confident about future learning.
Teacher has provided me with rich learning
11 71.43% 24.29% 4.29% 0.00% 0.00%
resources and learning method guidance.
When I encounter learning difficulties, the
12 71.43% 22.86% 5.71% 0.00% 0.00%
teacher can provide me with timely help.
Teacher's content is challenging and
13 70.00% 25.71% 4.29% 0.00% 0.00%
motivating.
Teacher's teaching style is easy to understand
14 74.29% 22.86% 2.86% 0.00% 0.00%
and attractive.
I think the teacher is proficient in teaching and
15 74.29% 20.00% 5.71% 0.00% 0.00%
has a high level of teaching.
In class, I feel a good and harmonious teacher-
16 80.00% 18.57% 1.43% 0.00% 0.00%
student relationship.
The examination and evaluation of the course
17 71.43% 24.29% 4.29% 0.00% 0.00%
can reflect my actual learning situation.
Overall, what I have learned in class is
conducive to my growth and development, and
18 75.71% 21.43% 2.86% 0.00% 0.00%
the whole learning process is meaningful and
rewarding.

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Based on the questionnaire survey results in Table 3, design report templates and writing requirements, as
the following conclusions can be drawn: Over 95% of well as common issues and solutions to help students
students have shown strong interest and curiosity in solve problems in PPT production and report writing.
the "Big Data Computing and Storage" course, and Finally, in the project-based teaching link, especially
they are willing to invest time and effort in learning. in the computer experiment link, conduct more
Whether before, during, or after class, students can detailed teaching design, grasp the pace, help students
actively engage in learning. They can well adapt to overcome fear of difficulties, and make learning more
the pace of classroom teaching and identify and solve relaxed and enjoyable.
key and difficult points in learning. In addition,
5. Conclusion
students are also willing to share their opinions and
Through the construction of a "student-centered" big
ideas with teachers and classmates. After learning,
data computing and storage course, we have designed
they can master the knowledge, skills, and learning
a teaching mode combining project-based learning
methods required by the course, and apply the
and flipped classrooms, integrating theory with
knowledge and skills learned to solve practical
practice. Students have improved their comprehensive
problems.
qualities such as problem-solving ability, innovative
Students generally believe that the knowledge and spirit, and team collaboration ability through various
skills learned are helpful for their lives and future practical activities such as independent learning,
career development, and they are more interested in mutual assistance, discussion, and exchange. After
the course and related fields, with confidence in analyzing the results of the questionnaire survey on
future learning. All students can clearly recognize students, we found that the "student-centered" big
their learning needs and development aspirations and data computing and storage course has achieved very
express these needs to the teacher. They believe that good practical effects. Students have given very
teachers have provided rich learning resources and positive evaluations of the course, demonstrating a
learning method guidance, and that the content taught high level of learning motivation and satisfaction. All
by teachers is challenging and motivating, with an students believe that the course is meaningful and
easy-to-understand and attractive teaching style. rewarding for their growth and development. In the
Teachers also have a high level of teaching, and the future teaching process, we will continue to improve
examination and evaluation of the course can teaching methods, optimize teaching plans, and
accurately reflect the actual learning situation of further enhance teaching organization and guidance
students. In class, students feel a good and capabilities to continuously enhance students'
harmonious teacher-student relationship, and receive learning interest and effectiveness.
timely help when they encounter learning difficulties.
Acknowledgment
All students believe that the course is meaningful and
This research is supported by Beijing Higher
rewarding for their growth and development.
Education Undergraduate Teaching Reform and
Overall, students have a very positive evaluation of Innovation project "Construction of Mathematics and
the "Big Data Computing and Storage" course, Statistics Series public foundation "Golden Course
showing a high level of learning motivation and Group" of "One teacher one Excellent Course, One
satisfaction. However, there are a few students who Lesson One Teacher" and Education and Teaching
lack interest in learning and have low learning Reform Project of Beijing Wuzi University "Teaching
initiative. Based on the results of the questionnaire Design and Practice of the 'Student-Centered' Big
survey, teachers should conduct in-depth interviews Data Computing and Storage Course" (Project
with key students to understand the problems they Number: 2023jgxm23731).
encounter during the learning process. Combining the
Corresponding author: Meiling Wang (1991-), born in
results of the questionnaire survey and issues
Heilongjiang Province, Ph. D., Associate Professor at
encountered in class, teachers should continuously
the School of Statistics and Data Science, Beijing
adjust the teaching plan during the teaching process
WUZI University.
and continue to improve in the subsequent teaching
process. First, provide students with more teaching References
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