[go: up one dir, main page]
More Web Proxy on the site http://driver.im/ Skip to main content
Springer Nature Link
Log in

Design of blended Learning Mode and Practice Community using Intelligent Cloud Teaching

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This study implemented a blended learning mode with the aid of artificial intelligence teaching platform in the English language course. In this study, 110 students majoring in computer network were randomly selected as subjects, 55 of whom was the experimental group, the rest of 55 was the control group. Before the experiment, this study carried out a pretest on the two groups to determine whether there were differences between them in English learning, and verified the feasibility of the experiment. Meanwhile, a questionnaire was conducted on the learning attitude, style and evaluation of them. Then, traditional classroom teaching was adopted in the control group, and the blended learning mode based on the intelligent cloud teaching platform was used in the experimental group. After a semester of experimental research, through comparative analytics of questionnaire, experimental data and platform data with SPSS 21.0, it was found that this mode was helpful to stimulate the endogenous motivation of learning, develop the ability of autonomous learning and cooperative learning, enhance self-efficacy and educate critical thinking and speculative ability. The study concluded that blended learning can effectively promote learners to devote themselves to the whole process of learning, improve academic performance and achieve the goal of deep learning. Furthermore, this mode could also compensate for the defects of online learning and face-to-face teaching, realize big data recording and representation of teaching, learning and curriculum behavior, give full play to the multiple roles of instructors and reflect the real learning effect of learners.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
£29.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (United Kingdom)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Data availability

Please contact corresponding author for data requests.

References

  • Baidu Encyclopedia (2021). Constructivist Theory, https://baike.baidu.com/item/%E5%BB%BA%E6%9E%84%E4%B8%BB%E4%B9%89%E7%90%86%E8%AE%BA/3410128?fr=Aladdin,2021-12-12

  • Cao, M. (2020). College students’ blended learning behavior and its mechanism, Modern Distance Education, (1), 63.

  • Chen, Y. Y. (2018). Research on the blended learning mode of “four learning styles” of primary Chinese under the background of Internet +, China Educational Technology, (7), 111–115.

  • Dann, R. (2015). Developing understanding of pupil feedback using Habermas’ notion of communicative action. Assessment in Education: Principles Policy & Practice, 23(3), 397–398.

    Google Scholar 

  • Dombrowski, T., Wrobel, C., Dazert, S., & Volkenstein, S. (2018). Flipped classroom frameworks improve efficacy in undergraduate practical courses – a quasi-randomized pilot study in otorhinolaryngology. BMC Medical Education, 18, 4–6.

    Article  Google Scholar 

  • Duo, Z. J., Zhao, W., Li, Y. B., & Ren, Y. G. (2018). Blended learning design based on web learning space from the perspective of problem-solving learning. E-education Research, 39(2), 32–38.

    Google Scholar 

  • Feng, X. Y., Wu, Y. J., Cao, J. T., & Guo, L. W. (2021). Strategies for designing blended learning activities in the Internet plus era, Distance Education in China, (6), 63–64.

  • Ge, F. H., & Wang, Y. (2020). Research on the construction and application of blended teaching mode in colleges and universities based on intelligent teaching platform, Modern Distance Education, (3), 24–31.

  • Guo, D. (2012). Problems in blended learning and improvement strategies. Vocational Education Forum, 35, 37–38.

    Google Scholar 

  • Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4–14.

    Article  Google Scholar 

  • Hannah, J. E., Bijlsma, et al. (2019). Does smartphone-assisted student feedback affect teachers’ teaching quality? Technology Pedagogy and Education, 28(2), 231–233.

    Google Scholar 

  • He, J., & Ma, T. J. (2019a). Multi perspective integration of blended flipped classroom teaching, Vocational and Technical Education in China, (20),65.

  • He, J., & Ma, T. J. (2019b). A blended flipped classroom integration mode of English based on information technology, Journal of Shengli College, China University of Petroleum, (4), 71–73.

  • He, J. (2020a). Research and practice of flipped classroom teaching mode based on guidance case. Education and Information Technologies, 25(4), 2348–2450.

    Article  Google Scholar 

  • He, J. (2020b). Construction of “three-stage asynchronous” teaching mode of blended flipped classroom based on Mobile learning platform. Education and Information Technologies, 25(6), 19–21.

    Article  Google Scholar 

  • He, K. K. (2004). New development of educational technology from blended learning, E-education Research, (4), 21–31.

  • Ines, Begić, S., & Mercer (2017). Looking back, looking forward, living in the moment: understanding the individual temporal perspectives of secondary school EFL learners. Innovation in Language Learning and Teaching, 11(3), 276–277.

    Google Scholar 

  • Krajcsi, A., Csapodi, C., & Stettner, E. (2019). Algotaurus: an educational computer programming game for beginners. Interactive Learning Environments, 29(4), 11–12.

    Google Scholar 

  • Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 115–116.

    Article  Google Scholar 

  • Lewthwaite, S., & Nind, M. (2016). Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice. British Journal of Educational Studies, 64(4), 419–420.

    Article  Google Scholar 

  • Li, F. Q. (2016). Theoretical basis and teaching design of hybrid teaching, Modern Educational Technology, (11), 19–25.

  • Li, H., & Wei, Y. T. (2020). Research on the construction and application of students’ learning behavior evaluation system in blended teaching, China Educational Technology, (10), 60–61.

  • Li, H. X., & Li, M. Y. (2019). Construction of deep learning model based on virtual reality environment, China Educational Technology, (9), 68–70.

  • Li, Y. F., Shao, L., & Niu, L. F. (2019). Hybrid mobile learning based on virtual reality. Modern Primary and Secondary Education, 35(9), 34–36.

    Google Scholar 

  • Li, Z. H., Zhou, N. N., Qin, Y. F., & Li, N. (2019). Construction of activity mechanism of hybrid learning community in e-learning space, China Educational Technology, (9), 104–107.

  • Li, K. D., & Zhao, J. H. (2004). The principle and application model of blended learning, E-education Research, (7), 1–6.

  • Liu, H., & Ao, Q. (2017). Blended teaching based on WeChat public platform. Modern Educational Technology, 27(1), 48–50.

    Google Scholar 

  • Liu, Q. Z. (2006). A study on the cultivation of students’ information literacy in English teaching, Central China Normal University, (9), 16.

  • Lu, D., Xie, Y. G., Tang, Y. H., & Yang, X. (2018). A study on the new blended learning model guided by critical thinking —Taking English writing teaching as an example, China Educational Technology, (6), 135–140.

  • Ma, J., Han, X. B., & Cheng, J. G. (2018). Research on blended teaching activity design to promote learning engagement. Tsinghua Journal of Education, 39(3), 79–80.

    Google Scholar 

  • Ma, X. D., & Xie, Y. G. (2019). & Pang. J. W. Research on the constituent elements and design process model of learning tasks in smart classroom, China Educational Technology, (4), 29–32.

  • Mahan, K. R. (2020). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 22(2), 11–13.

    Google Scholar 

  • Martens, S. E., et al. (2019). A students’ take on student–staff partnerships: experiences and preferences. Assessment & Evaluation in Higher Education, 44(6), 915–916.

    Article  Google Scholar 

  • Molloy, E., Boud, D., & Henderson, M. (2019). Developing a learning-centered framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 8–11.

    Google Scholar 

  • Ning, Y., Cha, J., Shi, F. F., & Tan, Y. (2017). Innovation and practice of blended teaching mode of flipped classroom in higher vocational English under mobile network environment. Vocational and Technical Education, 38(35), 39–41.

    Google Scholar 

  • Qin, J. R., & Fu, G. S. (2017). Research on the construction of spoc teaching design mode based on the principle of five-star education, Distance Education in China, (6), 79–80.

  • Sarka, H., Ilona, S., & Blanka, F. K. (2011). Blended learning in a foreign language teaching. Procedia - Social and Behavioral Sciences, 28, 281–285.

    Article  Google Scholar 

  • Shang, S., & Jin, X. (2017). Research on Cloud Teaching Theory and Practice (pp. 24–27). Beijing: Beijing University of Technology Press.

    Google Scholar 

  • Van Blankenstein, F. M., et al. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 220–221.

    Google Scholar 

  • Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3–4), 132–135.

    Google Scholar 

  • Wang, H. B., Li, J. H., & Yang, X. M. (2017). A study on the behavior differences between deep and shallow learners in blended teaching in universities, E-education Research, (12), 44–46.

  • Wang, Q., & Yang, Z. (2017). Creation of blended teaching mode based on cloud classroom—taking Huashi Yun classroom as an example, China Educational Technology, (4),88.

  • Wang, X. G., Wang, X. Y., & Ren, C. L. (2017). Research on personalized experiential activity design model in blended learning environment, Modern Distance Education, (5), 22–25.

  • Wang, Y. (2021). Research on peer feedback to promote deep learning in blended teaching, Modern Educational Technology, (5), 69–71.

  • Wang, Z., & Jiang, Y. (2021). A study on the current situation and relationship of college students’ English learning anxiety, learning burnout and self-efficacy. Journal of Zhejiang Ocean University (Humanities), 38(2), 52–59.

    Google Scholar 

  • Wang, Z. H., & Zhang, J. (2020). A study on the construction of “cloud class” blended learning mode—a case study of English Linguistics, China Educational Technology, (3), 103–104.

  • Xu, J. (2021). Creation and empirical study of blended English teaching mode in Higher Vocational Colleges based on SPOC, Journal of Jiangxi Normal University of Science and Technology, (3), 121.

  • Xu, J. F., & He, D. K. (2021). A survey of emotion regulation strategies of chinese college students in English learning. Journal of PLA Institute of Foreign Languages, 44(5), 1–7.

    Google Scholar 

  • Yan, Y. (2019). Research on English teaching promoting students’ deep learning in the age of artificial intelligence, Journal of Teaching and Management, (9), 68–70.

  • Yang, F. F. (2012). Reasons and countermeasures of English learning difficulties of higher vocational students, Journal of Chongqing University of Science and Technology (Social Science Edition), (7), 198–200.

  • Yang, F., Zhang, H. R., & Zhang, W. X. (2017). A preliminary study on blended teaching based on MOOC and Yu Ketang, Modern Educational Technology, (5), 34–40.

  • Yang, X. M., Li, Y. F., Wang, D. L., & Xing, B. B. (2020). Fusion patterns and paths of learning space in intel igent age, Distance Education in China, (1), 46–50.

  • Yao, Q. H., Xiu, Y. Y., Li, Y. B., & Chen, X. G. (2018). Research on flipped classroom integrating online learning space and learning support—Design and practice for deep learning, Distance Education in China, (11),25–33.

  • Ye, R. R., Yu, S. Q., & Chen, L. (2012). Research on blended teaching of multiple teaching modes guided by activities,E-education Research, (9),10–12.

  • Yin, X. Q., Fu, Y. L., Li, Y., & Ma, G. B. (2021). A study of English learning information literacy based on structural equation model, Media in Foreign Language Instruction, (4), 86–88

  • Yu, H. T., Ren, J., & Yang, H. S. (2020). Research on the path and effect of blended curriculum reform. Modern Educational Technology, 30(6), 61–63.

    Google Scholar 

  • Zeng, M., Tang, W. J., & Wang, X. C. (2017). Constructing a new interactive hybrid teaching mode based on Internet+, Education and Vocation, (5), 47–49.

  • Zhao, T. (2019). Research on the construction and practice of blended learning mode supported by intelligent technology, China Educational Technology, (9), 138–139.

  • Zhao, T. (2021). Research on the construction and practice of hybrid learning mode supported by smart technology, China Educational Technology, (9), 137–139.

  • Zhao, W., & Yao, H. Y. (2019). Research on blended teaching behavior based on blue ink cloud class, Modern Educational technology, (5), 47–48.

  • Zheng, C. P., Gao, M. Y., Xu, L. Y., & Chen, X. (2022). A study on college students’ English learning motivation and self-regulated learning in online education environment. Journal of Xi’an Foreign Studies University, 30(3), 67–72.

    Google Scholar 

Download references

Acknowledgements

This research is strongly supported by Shaanxi Provincial Department of Education, Shaanxi Institute of Education Science and Baoji Vocational and Technical College.

Author information

Authors and Affiliations

  1. Department of Public Course Teaching, Baoji Vocational & Technical College, No. 239 High-tech Avenue, Weibin District, Baoji City, Shaanxi Province, China

    Jie He, Tingjuan Ma & Yongliang Zhang

Authors
  1. Jie He
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tingjuan Ma
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yongliang Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

We had complete contributions in the process of conception and design, acquisition of data, and analysis and interpretation of data. We have all been involved in revising the manuscript critically to the same extent. Both take public responsibility for the whole content. We are accountable for all aspects of the work. We read and approved the final manuscript.

Corresponding author

Correspondence to Jie He.

Ethics declarations

Potential conflict of interest

No potential competing interests.

Ethical statement

We solemnly declare that the research paper submitted is the result of our independent research work. Except for the quoted contents, this paper does not include any other work achievements that have been published or written by individuals or groups. Individuals and collectives who have made important contributions to the study of this paper have been clearly identified in this paper. We are fully aware that we are obligated to undertake the legal consequence of the statement.

Consent statement

The authors are fully aware of the provisions of your journal on the retention and use of papers. We agree to authorize the journal which collects the research paper in the academic paper collection after digitization, reproduction and other value-added processes, and provides any third party to browse, download, quote, transmit, print, etc. through the network or other public communication methods in electronic form.

Foundation project

This paper is financially sponsored by The Research Project of Shaanxi Higher Vocational Education Teaching Reform “Innovative Design and Research on Blended Learning Mode of Higher Vocational Students from the Perspective of Deep Learning” (Project No. 21GZ030), The “Fourteenth Five-year Plan” Project of Shaanxi Education Planning: “Exploration and Practice of Integrating Educational Value Elements in Curriculum into Public English Blended Teaching under the Concept of “San Quan” Education” (Project No. SGH21Y0578), Research Project on Teaching Reform of Baoji Vocational and Technical College: “Research on the Optimization Design of College English Blended Teaching Evaluation System Based on Cloud Class”(Project No. 2021188Y) and Research Project on Teaching Reform of Baoji Vocational and Technical College: “The Influence of PBL Model on Students Speculative Ability of Language Thinking in Higher Vocational English Teaching” (Project No. 2021196Y).

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

He, J., Ma, T. & Zhang, Y. Design of blended Learning Mode and Practice Community using Intelligent Cloud Teaching. Educ Inf Technol 28, 10593–10615 (2023). https://doi.org/10.1007/s10639-023-11606-x

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-023-11606-x

Keywords

Search

Navigation