Home > Published Issues > 2022 > Volume 8, No. 4, December 2022 >

Research and Practice of Online and Offline Blending Teaching Mode of “Foundation of Program Design”

Yangqing Zhu 1 and Shenhai Zheng 2
1. School of Electronic Information Engineering, Foshan University, Foshan, China
2. Information and Education Technology Center, Foshan University, Foshan, China

Abstract—Aiming at the poor teaching effect of traditional teaching mode, this paper explored the online and offline blending teaching mode and practice of the course "Foundation of Programming". With "Ketangpai" as the teaching platform, teachers upload teaching resources to guide students to study independently and explore learning, strengthen communication between teachers and students in class and after class, and strengthen the process assessment. The whole teaching process data of a semester was stored in the "Ketangpai" server, with high teaching efficiency. Through the survey of students' satisfaction, we have obtained a good evaluation of the online and offline blending teaching mode of the course "Foundation of Programming". Through the analysis of the final examination of the course "Foundation of Programming" for two semesters, it was found that the students' test scores under the mode of online and offline blending teaching were better than those under the traditional teaching mode.
 
Index Terms—online and offline blending teaching, autonomous learning, communication between teachers and students, teaching reform

Cite: Yangqing Zhu and Shenhai Zheng, "Research and Practice of Online and Offline Blending Teaching Mode of “Foundation of Program Design”," International Journal of Learning and Teaching, Vol. 8, No. 4, pp. 213-218, December 2022. doi: 10.18178/ijlt.8.4.213-218

Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.

PREVIOUS PAPER
First page
NEXT PAPER
Enhancing Learner Engagement Using the Discussion Leaderboard: A Social Cognitive Perspective