Research and Countermeasure of Network Education Teaching Based on Online Learning Behavior Data Analysis

Shi, Yang

doi:10.1088/1742-6596/1237/2/022054

Cited by 2 publications

(1 citation statement)

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“…Some constructed a four-stage blended teaching mode through research, and some researched the construction process and precautions of blended teaching mode [3]. In China, studies on blended teaching mode started relatively late, but still achieved a few research results in aspects such as connotation, supporting idea, environmental composition, teaching tool, and teaching method, and a variety of blended teaching modes have been constructed [4]. By reviewing these literatures, we can see that the research on blended teaching mode has attracted great attention both at home and abroad, and fruitful theoretical research results have been obtained.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning of Management Courses Based on Learning Behavior Analysis

Liu

2021

Int. J. Emerg. Technol. Learn.

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The development of information and network technologies fundamentally changes the life, learning, and mindset of students. Teaching informatization is a key content of modern education, and the main direction of teaching reform. In this context, blended learning becomes the inevitable trend of teaching form development. Currently, the teaching of management courses in China faces several problems: the lack of overall planning of teaching design and organization, the low learning interest among students, and the failure of cultivating students’ comprehensive quality. To improve the teaching effect of management courses, this paper carries out a questionnaire survey on the learning behaviors of college students and their needs for blended learning. The survey results show that: the students are not accustomed to pre-class preview and after-class review; most students have the awareness and ability to solve problems with online information; most students are willing to accept blended learning, and expect teachers to provide teaching resources in the form of videos and electronic documents. On this basis, the authors developed an evaluation index system for blended learning according to the constituent factors of this teaching model, and designed a blended learning model for management courses through learning behavior analysis. The blended learning model was divided into three phases: pre-class, in-class, and after-class, and the online/offline teaching activities of teachers and students were detailed in each phase. To verify its application effect, the blended learning model was verified through comparative analysis from two aspects: learning behavior and learning effect. The results show that blended learning model achieves better learning participation, and teaching/learning effect than traditional teaching model, and helps to enhance the knowledge and comprehensive ability of the students. The research provides a reference for further research and application of blended learning in management courses, and boasts great theoretical and practical values.

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Section: Introductionmentioning

confidence: 99%