Blending Learning Based On Massive Online Courses Model And Teaching Effect Research

With the development of informatization of education,blended learning,a new teaching form,is gaining popularity and more and more attention.Through the combination of online teaching and offline classroom learning,blended learning not only enables the teacher to have more time to organize the class flexibly,but also helps learners to acquire more valuable knowledge in a more efficient and comprehensive way,stimulates learners' interest in learning,and substantially enhances teaching results.As an emgerging field,however,there is little experience in the specfic design,organization and practice of blended learning.Moreover,little research has been done in this area.As an emgerging field,however,there is little experience in the specfic design,organization and practice of blended learning.Moreover,little research has been done in this area.This study mainly focues on the effects of five influencing factors:the mode of course discussion,the proportion of course discussion time,class size,individual differences of colleges and universities.As for research methods,deep interview and questionnaire are adopted.Specifically,suverys are conducted in Tsinghua University,Beijing University of Technology,Tongji University and Beijing Sport University,in which teachers and students of 28 blended courses that begin in 2017 or 2018 academic year are selected as respondents.Finally,we obtain 28 deep interview results and 889 valid questionnaires in total.Deep interview helps us gain better understanding of actual situation on the practice of blended learning,while questionnaire provides us with raw data for the quantitative analysis of students' learning satisfaction and class discussion quality.As mentioned above five influencing factors were hypothesized to have an impact on course satisfaction and discussion satisfaction,and the research hypotheses are furtherly verified by questionnaire survey analysis.Research results show that class size,discussion duration,and individual differences of different universities have significant influences on course satisfaction and discussion satisfaction.In addition,class size and discussion duration will have direct effects on the teacher-student interaction dimension and teacher-student relationship dimension in course satisfaction.Moreover,based on the results of homogeneity test of variances,we find that optimal size of blended class is the medium size,that is,30-100 students,while optimal proportion of discussion time is between 30%and 50%Secondly,through case analysis of interviews with teachers,this paper concludes that the core category is teaching effectiveness,and the supporting category is the form of interaction between teaching mode and students and teachers.Therefore,in order to improve the satisfaction of mixed class and the quality of classroom discussion,learners' influencing factors should be reconciled with the core categories of teachers,so as to improve the enthusiasm of mixed class students and to achieve the optimal teaching results.