Research on the Teaching Model Application Tendency of Blended Learning in the Displayed Design Course

Project-based learning (PBL) and Blended Learning (BL) have been widely used in universities. There are some empirical teaching researches on PBL in the BL environment for some specific courses, but for the combination of PBL and BL, there is as yet no universal teaching model. This article puts forward a new universal teaching mode: Project-Based Blended Learning (PBBL) and describes a teaching experiment in applying PBBL. Firstly, the design idea of PBBL is discussed. Secondly, taking a course on Single Chip Microcomputers (SCM) as an example, the strategies of selecting, designing and controlling the core teaching elements are given, and the complete implementation plan and concrete methods are described. The teaching case shows that the PBBL gives full play to the advantages of BL and PBL, and can effectively improve students' abilities of self-learning, practical application and innovation.

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Research on the Research-Teaching Model Application Based on Analysis of Differential

OALib ◽

10.4236/oalib.1104095 ◽

2018 ◽

Vol 05 (01) ◽

pp. 1-11

Author(s):

Shufeng Wang ◽

Di Tian

Keyword(s):

Teaching Model ◽

Model Application

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Research and Design of Web-Based Autonomous and Collaborative Teaching Mode under Blended Learning

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.548-549.1450 ◽

2014 ◽

Vol 548-549 ◽

pp. 1450-1453

Author(s):

Cong Liu

Keyword(s):

Collaborative Learning ◽

Blended Learning ◽

Teaching Practice ◽

Collaborative Teaching ◽

Autonomous Learning ◽

Practical Significance ◽

Teaching Model ◽

Module Structure ◽

Network Environment ◽

Web Based

Blended learning is a continuously developing and extending concept, which has been the hot topic of educational technology. With the development of information technology, the network environment has become one of the important environments for learners to study. Autonomous learning and collaborative learning, which are based on network environment, will become indispensable ways of future learning. This paper analyzes the basic theory of blended learning, discusses the meaning and relationship of autonomous learning and collaborative learning, and analyzes the advantages of autonomous and collaborative learning brought by network. Then with teaching practice, this paper builds a web-based autonomous and collaborative teaching model under blended learning. Finally, the paper gives a detailed description in designing teaching process, module structure, functions and system architecture of web-based autonomous and collaborative teaching model. The analysis shows that applying this model to course teaching has some influence and practical significance to enrich and improve the teaching pattern.

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Business English blended learning of non-linguistic students: the flipped classroom teaching model

Perspectives of science and education ◽

10.32744/pse.2021.1.18 ◽

2021 ◽

Vol 49 (1) ◽

pp. 265-275

Author(s):

Olga A. Zharina ◽

◽

Alexandra D. Shulepova ◽

Victoria A. Borisenko ◽

Marina V. Samofalova ◽

...

Keyword(s):

Educational Technology ◽

Foreign Language ◽

Blended Learning ◽

Flipped Classroom ◽

Reference Group ◽

Statistical Significance ◽

Teaching Model ◽

Traditional Teaching ◽

Learning Path ◽

Experimental Group

The challenges faced by modern Russian education make require the transformation of traditional teaching models and the introduction of innovative ones. One solution is the use of blended learning. Despite the existing scientific works in this area, the issue of the effectiveness of such a learning model in the formation of foreign language communicative competence remains open. The purpose of this experimental study is to determine the effectiveness of using the "flipped classroom" blended model in teaching the 3rd year students of the College of Economics of the South Russian Institute of Management of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation the discipline "Foreign language in business communication". The experiment was carried out from 2019 to 2020, the total number of participants was 81. Two groups were allocated during the study: experimental group (n = 40) and reference group (n = 41). The participants in the experimental group were trained using the new educational technology "flipped classroom". The members of the reference group were trained using traditional educational technology. To determine the effectiveness of the technologies used, as well as to determine the qualitative changes after the implementation of the pedagogical influence, the nonparametric Pearson χ2 criterion was applied. The critical level of statistical significance when testing the null hypothesis was taken equal to 0.05. In all cases, bilateral variants of the criteria were used. The results obtained (xemp2 = 8.095 > x0.052 = 7.815) led to the conclusion that the "flipped classroom" blended teaching model has an advantage in its effectiveness over traditional teaching in the formation of language competence. The experiment has shown that this format helps students to implement an individual learning path, which contributes to the improvement of educational performance.

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