In the information age, the blended teaching has been widely accepted and applied in colleges and universities. Based on the theory of educational ecology and the outcome-based education (OBE), this paper tries to take college English as an example to implement this teaching mode based on SPOC. Blended teaching design was proposed and a case teaching design was illustrated in detail to show how to put the blended teaching theory into practise. This research employed experimental class to check the effectiveness of the blended teaching. Three tests were carried out during the teaching experiment, they are pre-test, middle test and final test respectively. After the comparing the testing sores of the former two tests by using statistic software SPSS, it is found out that there is no significant improvement for students’ testing scores. Apart from the discussion from the author’s and other scholars perspective, interviews with students from experimental class’ teachers and professionals from Teaching Quality Department were conducted to probe into the in-depth reasons accountable for this phenomenon. After finding out the causes that may explain the unsatisfactory testing results of the second time, teacher and students made some adjustments in the next period of teaching in order to achieve expected academic record. The testing scores were significantly higher than the previous two tests. The research results show that the teaching effect of blended teaching for freshmen requires a period of time to be obvious. Firstly, Chinese students’ autonomous learning ability, their language learning styles and strategies and their computer skills can directly or indirectly affect the teaching effects. Secondly, teachers’ online guidance and supervision, teachers’ attitude towards blended teaching, their level of information technology and their understanding of blended teaching all have certain impact towards the teaching outcome. The corresponding suggestions are put forward to raise the teaching quality of blended teaching mode. Firstly, attention should be paid to the needs of students and promote online autonomous learning. Secondly, the needs of teachers should never be ignored and teaching guidance should be given to those in need. Finally, teachers' assessment mechanism and teaching management should be improved.
| Published in | Higher Education Research (Volume 6, Issue 1) |
| DOI | 10.11648/j.her.20210601.11 |
| Page(s) | 1-10 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Internet, Blended Teaching Design, College English, Teaching Effect, Influencing Factors
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APA Style
Huan Bai, Donghua Zhu. (2021). The Research on the Blended Teaching Effects of College English and Its Influencing Factors. Higher Education Research, 6(1), 1-10. https://doi.org/10.11648/j.her.20210601.11
ACS Style
Huan Bai; Donghua Zhu. The Research on the Blended Teaching Effects of College English and Its Influencing Factors. High. Educ. Res. 2021, 6(1), 1-10. doi: 10.11648/j.her.20210601.11
AMA Style
Huan Bai, Donghua Zhu. The Research on the Blended Teaching Effects of College English and Its Influencing Factors. High Educ Res. 2021;6(1):1-10. doi: 10.11648/j.her.20210601.11
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Download@article{10.11648/j.her.20210601.11,
author = {Huan Bai and Donghua Zhu},
title = {The Research on the Blended Teaching Effects of College English and Its Influencing Factors},
journal = {Higher Education Research},
volume = {6},
number = {1},
pages = {1-10},
doi = {10.11648/j.her.20210601.11},
url = {https://doi.org/10.11648/j.her.20210601.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210601.11},
abstract = {In the information age, the blended teaching has been widely accepted and applied in colleges and universities. Based on the theory of educational ecology and the outcome-based education (OBE), this paper tries to take college English as an example to implement this teaching mode based on SPOC. Blended teaching design was proposed and a case teaching design was illustrated in detail to show how to put the blended teaching theory into practise. This research employed experimental class to check the effectiveness of the blended teaching. Three tests were carried out during the teaching experiment, they are pre-test, middle test and final test respectively. After the comparing the testing sores of the former two tests by using statistic software SPSS, it is found out that there is no significant improvement for students’ testing scores. Apart from the discussion from the author’s and other scholars perspective, interviews with students from experimental class’ teachers and professionals from Teaching Quality Department were conducted to probe into the in-depth reasons accountable for this phenomenon. After finding out the causes that may explain the unsatisfactory testing results of the second time, teacher and students made some adjustments in the next period of teaching in order to achieve expected academic record. The testing scores were significantly higher than the previous two tests. The research results show that the teaching effect of blended teaching for freshmen requires a period of time to be obvious. Firstly, Chinese students’ autonomous learning ability, their language learning styles and strategies and their computer skills can directly or indirectly affect the teaching effects. Secondly, teachers’ online guidance and supervision, teachers’ attitude towards blended teaching, their level of information technology and their understanding of blended teaching all have certain impact towards the teaching outcome. The corresponding suggestions are put forward to raise the teaching quality of blended teaching mode. Firstly, attention should be paid to the needs of students and promote online autonomous learning. Secondly, the needs of teachers should never be ignored and teaching guidance should be given to those in need. Finally, teachers' assessment mechanism and teaching management should be improved.},
year = {2021}
}
TY - JOUR T1 - The Research on the Blended Teaching Effects of College English and Its Influencing Factors AU - Huan Bai AU - Donghua Zhu Y1 - 2021/01/12 PY - 2021 N1 - https://doi.org/10.11648/j.her.20210601.11 DO - 10.11648/j.her.20210601.11 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 1 EP - 10 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20210601.11 AB - In the information age, the blended teaching has been widely accepted and applied in colleges and universities. Based on the theory of educational ecology and the outcome-based education (OBE), this paper tries to take college English as an example to implement this teaching mode based on SPOC. Blended teaching design was proposed and a case teaching design was illustrated in detail to show how to put the blended teaching theory into practise. This research employed experimental class to check the effectiveness of the blended teaching. Three tests were carried out during the teaching experiment, they are pre-test, middle test and final test respectively. After the comparing the testing sores of the former two tests by using statistic software SPSS, it is found out that there is no significant improvement for students’ testing scores. Apart from the discussion from the author’s and other scholars perspective, interviews with students from experimental class’ teachers and professionals from Teaching Quality Department were conducted to probe into the in-depth reasons accountable for this phenomenon. After finding out the causes that may explain the unsatisfactory testing results of the second time, teacher and students made some adjustments in the next period of teaching in order to achieve expected academic record. The testing scores were significantly higher than the previous two tests. The research results show that the teaching effect of blended teaching for freshmen requires a period of time to be obvious. Firstly, Chinese students’ autonomous learning ability, their language learning styles and strategies and their computer skills can directly or indirectly affect the teaching effects. Secondly, teachers’ online guidance and supervision, teachers’ attitude towards blended teaching, their level of information technology and their understanding of blended teaching all have certain impact towards the teaching outcome. The corresponding suggestions are put forward to raise the teaching quality of blended teaching mode. Firstly, attention should be paid to the needs of students and promote online autonomous learning. Secondly, the needs of teachers should never be ignored and teaching guidance should be given to those in need. Finally, teachers' assessment mechanism and teaching management should be improved. VL - 6 IS - 1 ER -
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