Abstract
It is imperative to bridge the disparity between college students' practical capabilities and professional expectations. To help facilitate such a progression, an electronic engineering course oriented around the Creative Innovation Practice project has been designed with the objectives of student-centric instruction, integration of both theoretical and practical components, and application of knowledge through project case studies. Adopting the open engineering education approach, there has been an initiation of project-driven blended teaching centered on “constructivism,” constituting a model that joins online and offline instruction, in-class and out-of-class tasks, activities inside and outside the laboratory, coursework, and contests. This amalgamated mode of learning has had a beneficial outcome in enhancing learners' self-learning capabilities, hands-on practice, as well as their inventive aptitude. According to an analytic hierarchy process (AHP) evaluation and assessment, blended teaching could effectively augment participants' eagerness to learn and motivation.
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