Abstract
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.
Highlights
The advent of the Internet+ Education era has changed people’s learning methods, the society has proposed new requirements for the cultivation of talents, and the blended teaching mode has emerged per the requirements of the times in this context
In class - the implementation stage of classroom teaching: After the pre-class preparation stage is over, teachers and students return to the traditional classroom face-to-face teaching link, but different from the traditional teaching mode, under the blended teaching mode, students have already had a certain understanding and mastery of the knowledge to be learnt, and they come to the class with questions; the roles and status of teachers and students in the classroom have changed greatly, students take the dominant role in the classroom, they bring the doubts and questions they encountered during pre-class self-study and communicate and discuss with teachers and other students
The blended teaching mode is an inevitable trend of education reform
Summary
The advent of the Internet+ Education era has changed people’s learning methods, the society has proposed new requirements for the cultivation of talents, and the blended teaching mode has emerged per the requirements of the times in this context. 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]. Students' learning behaviour (emotions, attitudes, participation, etc.) is one of the most important factors that can influence the teaching effect [5] Out of such concerns, this paper starts from the perspective of students’ learning behaviour and conducts analysis and research on the blended teaching mode for management courses based an analysis of the learning behaviour. After a careful analysis of the survey results, the following conclusions were obtained
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