An Empirical Study on the Effects of Online and Offline Blended Curriculum Practice
- 10.2991/978-94-6463-012-1_49How to use a DOI?
- Online and Offline Blended Course Teaching; Postgraduate; Social Security Theory Course; SPSS
To explore the necessity and function of online and offline blended curriculum teaching in universities, this research used the “Social Security Theory” course for postgraduates as an example to carry out blended teaching practice. In the research, the implementation processes of blended curriculum teaching was explored and SPSS and other tools were used to evaluate the teaching effect. Results showed that online and offline blended curriculum teaching significantly promoted the innovation ability of postgraduate students, and the variance analysis of students’ scores showed that there were significant differences between the blended teaching group (M = 84.8) and the traditional one (M = 74.7) (F = 31.978, P < 0.001). The blended teaching also reduced teachers’ repetitive teaching stuffs and teachers’ offline teaching hours had been reduced greatly from 36 h to 18 h. Meanwhile, the satisfaction of students also showed that there was a significant difference between the blended teaching group (M = 4.26) and the traditional one (M = 3.58) (F = 228.244, P < 0.001).
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Cite this article
TY - CONF AU - Hui He AU - Hong-jian Huang PY - 2022 DA - 2022/12/09 TI - An Empirical Study on the Effects of Online and Offline Blended Curriculum Practice BT - Proceedings of the 2022 International Conference on Educational Innovation and Multimedia Technology (EIMT 2022) PB - Atlantis Press SP - 440 EP - 450 SN - 2667-128X UR - https://doi.org/10.2991/978-94-6463-012-1_49 DO - 10.2991/978-94-6463-012-1_49 ID - He2022 ER -