Online Learning Preparation of College Students in Higher Vocational Education

Abstract

Information technology has led to changes in traditional teaching concepts and approaches. In order to meet the new generation's pursuit of new learning forms, university teaching reform is imminent, and blended teaching, which combines the advantages of traditional teaching and online teaching, has undoubtedly become the first choice for university teaching reform in the era of technological innovation. In the face of rapid reform, how to cope with it is the primary issue for teachers and students in universities to consider. This study adopts research methods such as the questionnaire survey method and literature research method to investigate the readiness of teachers and students to promote blended teaching reform in a university in Shanxi Province. Firstly, the relevant literature of the last ten years was combed and analyzed to shed light on the research ideas of blended teaching readiness, and then it was decided to measure the readiness of teachers and students through questionnaires, teacher-student interviews, and classroom observations. In the early stages of the research practice, some teachers and students were interviewed to understand the educational background of the study participants, and a questionnaire was developed to investigate the readiness of teachers and students for blended teaching, which was divided into two parts: a teacher questionnaire and a student questionnaire. At the same time, we went into the teaching classroom to examine the real teaching situation in the field and record the real responses of teachers and students in the classroom. Next, the data obtained from the questionnaires, interviews, and observations were collected, collated, and analyzed in detail. Finally, the findings of this study are discussed in the context of the questionnaire, interview and observation results, and research implications are drawn. The study found that teachers were competent and relatively well prepared for the requirements of blended learning, but the actual implementation was less optimistic due to practical factors such as the difficulty of the subject, lack of time, and technical difficulties, and some teachers continued to teach using traditional lecture methods. Students generally lack self-awareness and have poor study management and self-discipline. First-year students were significantly more competent in all areas and more motivated to learn than students in other years. Reflections and analysis of the study findings yielded some insights, (1) Explore appropriate teaching styles based on the nature of the subject; (2) Concentrating on teachers' and students' lack of time; (3) Providing technical assistance; (4) Determining appropriate teaching styles for students.