Author(s)

Lingping Jiang ¹, Yanyu Mo ¹

Affiliation(s)

¹ School of Information Engineering, Liuzhou City Vocational College, Liuzhou, Guangxi, China

Corresponding Author

Lingping Jiang

ABSTRACT

Against the backdrop of the increasing improvement of educational informatization in vocational colleges and the deepening of blended teaching reform in vocational colleges, how to verify its teaching effectiveness has become the focus of current scholars' research, which is also a key issue in promoting the sustainable development of blended teaching in vocational colleges. This study takes the "Graphic Design" course of our school as an example, using two teaching modes: traditional classroom teaching and blended teaching to conduct teaching experiments on two groups of students. Data statistical software SPSS and EXCEL are used to statistically analyze the relevant data obtained, and the differences between the two teaching modes are compared. The results show that the blended teaching model greatly improves students' learning outcomes, such as enhancing their autonomous learning ability, problem-solving ability, group collaboration ability, and language expression ability, as well as improving teachers' teaching readiness and students' academic performance.

KEYWORDS

Information Technology; Blended Learning; Learning Effectiveness; Empirical Study; Higher Vocational Colleges

CITE THIS PAPER

Lingping Jiang, Yanyu Mo, An Empirical Study on the Effectiveness of Blended Teaching in Vocational Colleges. Advances in Vocational and Technical Education (2023) Vol. 5: 21-25. DOI: http://dx.doi.org/10.23977/avte.2023.051204.

REFERENCES

[1] Kekang He. How to achieve the "deep integration" of information technology and education [J]. Curriculum, Textbooks, Teaching Methods, 2014, 34 (02): 58-62+67.
[2] Hui Jin, Yingying Hu, Lei Song. Technology promotes educational innovation - Interpretation of the New Media Alliance's Horizon Report (2017 Higher Education Edition) [J]. Journal of Distance Education, 2017, 35 (02): 3-8.

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