Research on the Mixed Teaching Model in Colleges and Universities in the Context of "Internet+"

Wei BAO

Anhui Technical College of Industry and Economy, Hefei 230051, China

Abstract Under the tide of "Internet+ education", the new means of information technology education is constantly used in education and teaching, and the traditional teaching models and teaching methods urgently need to be changed. There is no doubt about the integration of online teaching and offline teaching. On the basis of reviewing the research on the mixed teaching model at home and abroad, this paper puts forward the idea of constructing the mixed teaching model in colleges and universities in the context of "Internet+", and sets up the mixed teaching model in colleges and universities in the context of "Internet+". Through the detailed and concrete design of the operation process of the mixed teaching model, we can break the single shackles of online teaching and face-to-face teaching, and form an interactive and collaborative teaching ecosystem to realize the common development of online teaching and offline teaching.

Key words "Internet+ education", Mixed teaching model, Mobile learning platform

1 Introduction

On April 13, 2018, the Ministry of Education issued the "Teaching Informatization 2.0 Action Plan" to promote the development of "Internet+ education" and speed up the modernization of education and the construction of an educational power. Under the tide of "Internet+ education", the new means of information technology education is constantly used in education and teaching, and the traditional teaching models and teaching methods urgently need to be changed. There is no doubt about the integration of online teaching and offline teaching. Mixed teaching combines the advantages of online teaching and offline teaching, which greatly extends the spatial dimension of teaching. It activates teaching resources, enriches teaching means, gives students personalized, independent and inquiry-based learning space, and then promotes the deep teaching reform in colleges and universities. Based on the mixed teaching concept, this paper carries out the model construction and pattern design of the mixed teaching model in the context of "Internet+", in order to provide theoretical reference and practical basis for the follow-up research of the mixed practice model.

2 Overview of the research on mixed teaching model

Mixed teaching model has a long history and is a constantly developing concept. At present, scholars at home and abroad have also carried out theoretical research and practical exploration on the mixed teaching model.

2.1 Research on mixed teaching model abroadThe main representatives of foreign mixed teaching model are Philip Barker, Harvi Singh, Chris Reed, Matt Donovan and Melissa Carter.In terms of theoretical basis, British Professor Philip Barker proposed that the organic integration of constructivism, cognitivism and performance support is the theoretical basis of mixed teaching[1]. In terms of content form, Harvi Singh and Chris Reed believe that mixed learning involves tradition and Internet, online and offline content, self-pacing and real-time collaboration, structured and unstructured content, off-the-shelf and customized content. In terms of elements and influencing factors, Matt Donovan and Melissa Carter clearly pointed out that the key factors of mixed learning are learning location, information transmission technology, time arrangement, teaching strategy and so on. In terms of application model, Indian scholar Purnima Valiath has studied skill-driven model, attitude-driven model and ability-driven model[2].

2.2 Research on mixed teaching model in ChinaThe main representatives of the research on mixed teaching model in China are He Kekang, Li Kedong and so on.Professor He Kekang combines the advantages of traditional learning and Internet-based learning, puts forward the "leading-subject" teaching model, and designs the teaching system design diagram of the mixed teaching model[3]according to this theory. Li Kedong and Zhao Jianhua believe that the mixed teaching model, which organically integrates face-to-face teaching and online learning, can reduce costs and improve benefits, and put forward the concrete steps of eight links in the design of mixed learning. Professor Zhao Jianmin systematically expounds the core elements for the implementation of the mixed teaching system, which provides theoretical guidance for the mixed teaching practice[4].

At present, many scholars’ research on the Internet and teaching only stays at the level of combination, and the network teaching model constructed is still in a state of superficial integration and substantive separation. At the same time, the interaction between teachers and students is insufficient, the teaching process is one-way and still, and it never touches the structural change of the teaching model. It has become an urgent task to find a breaking point in the integration of network and teaching and to establish a teaching model that meets the individualized needs of students’ learning.

3 Thoughts on the construction of mixed teaching model in colleges and universities in the context of "Internet+"

It is necessary to bring the mobile Internet into the class, introduce the intelligent class teaching model, integrate the advantages of online teaching and face-to-face teaching, build a new mixed teaching model, promote learners’ creative learning, and finally realize the growth of wisdom. (i) It is necessary to realize the reform of the teaching model with students as the main body. Teaching design determines teaching by learning, highlighting students’ dominant position in teaching, changing the flipped classroom to intelligent class, and cultivating students’ learning ability. It is necessary to change learners’ learning style to "personalized learning" and "creative learning", so as to promote the generation of students’ wisdom and achieve the goal of smart teaching. (ii)It is necessary to realize a collaborative and open teaching process. On the one hand, students set up a learning team in the learning process and carry out team-based collaborative learning, so as to share knowledge and improve their ability. On the other hand, the teaching content and teaching process should be open, teaching resources are not limited to textbooks, and they are open online teaching resources. The teaching process should be also transformed to the direction of democracy, openness and inquiry.

4 The design of mixed teaching model in colleges and universities in the context of "Internet+"

4.1 Building an efficient and intelligent mobile learning platform based on intelligent classIntelligent class is a new educational ecosystem with the goal of cultivating students’ wisdom and ability, relying on mobile Internet, Internet of things, big data and other new generation information technologies to create a pervasive, perceptual, integrated and intelligent educational ecosystem[5].Compared with the traditional classroom, the intelligent class relies on big data learning and analysis and other technologies, and adopts "cloud + end" learning activities and support services to carry out dynamic learning evaluation and intelligent push in the whole process. It realizes the digitization of teaching decision-making, real-time evaluation and feedback, three-dimensional communication and interaction, and intelligent push of resources[6]. It is an innovation and reform of the traditional teaching model.

The intelligent class is different from the traditional class, which needs the help of the intelligent teaching platform to realize the smart teaching. At present, there are many smart platforms supporting mobile devices in China, including APPs based on mobile smart devices, such as Nearpod, Showbie, CladdDojo, Super Star Learning, Lanmoyunbanke, and intelligent platforms with official Wechat accounts, such as Yuketang, Weizhujiao, Ketangpai. The functions of these mobile learning platforms are relatively perfect, including homework tests, group tasks, voting/questionnaires, topic discussion, live broadcast, check-in, scoring and so on, providing effective technical support for intelligent class teaching.

4.2 Construction of mixed teaching model in colleges and universities in the context of "Internet+"Under the guidance of relevance theory, mastery learning theory and teaching interaction theory, the construction of mixed teaching model breaks the original single relationship between teaching and learning and harmonizes it into an interrelated optimization state.

The mixed teaching model is mainly divided into four modules: pre-class preparation, classroom face-to-face teaching, teaching summary, teaching evaluation. The operation of each module is inseparable from the support of the Internet platform, and the Internet plays a different role in different stages. Pre-class preparation, classroom face-to-face teaching and teaching summary form a closed-loop ecosystem, and the three circulate in an orderly manner. Teaching evaluation runs through every stage in various forms, including formative evaluation, summative evaluation, teacher-student evaluation, peer evaluation and so on. It is necessary to evaluate all the time, evaluate everything and evaluate everywhere, so that teachers and learners can understand the learning trends and deficiencies all the time. The operation of the four modules has developed from an one-way "online-offline" transfer to a closed-loop two-way track of "online-offline-online" to build a closed-loop ecosystem realizing the common development online and offline.

Fig.1 Mixed teaching model

4.3 Functional design of each module of mixed teaching modelThis paper makes a preliminary design for the four modules of the mixed teaching model, introduces the Internet technology into the specific teaching activities to be closely integrated with the resources, teachers, students and other elements of the teaching activities, so as to achieve a state of perfect integration.

Fig.2 Functional design of each module of the mixed teaching model

4.3.1Preparation before class. Based on the analysis of students’ cognitive characteristics, teachers refine teaching design, determine teaching objectives, pay attention to the integration and expansion of teaching content, and reflect the meaning construction of knowledge. Specifically, on the one hand, teachers prepare online resources such as teaching courseware, audio, micro-video, animation, related materials and online tests and upload them to the teaching platform to distribute learning tasks and online monitor students’ learning progress, learning status and student testing. On the other hand, students enter the teaching platform according to the learning tasks assigned by teachers, to find the corresponding resources, complete the learning tasks, and feed back the difficult problems in the learning process to the teachers. Online communication and interaction is carried out between teachers and students and between students. The pre-class preparation stage is the grasp of basic theoretical knowledge.

4.3.2Face-to-face teaching in class. Students try to solve the difficult problems in the learning process through group discussion and team cooperation, and then the teacher explains them pertinently, focusing on the difficult knowledge points and assigning homework after class. Face-to-face teaching in class is to enhance the exploration of improved knowledge and the mastery of expanded knowledge. In the whole process, teachers and students will participate in the interaction, transmission and feedback of information, which embodies the educational concept of taking human as the main body. In the classroom based on offline learning, the role of teachers has changed from traditional single executor, organizer and manager to classroom planner, curriculum developer, problem listener, knowledge researcher and wisdom creator[7].Teachers should learn to realize the transformation between various roles from the perspective of students. In the aspect of knowledge transfer, it changes from the one-dimensional transfer of knowledge to promoting the independent construction of students’ knowledge and carefully designing the teaching link.In terms of teaching methods, it takes language transmission as the means, adopts diversified presentation methods, uses teaching platform as the carrier, and organizes students to carry out team teaching with the help of problem intermediaries.

4.3.3Teaching summary. Teaching summary is a brief summary of the process of teaching and learning. As far as students are concerned, summary is helpful to enhance the relationship between the original knowledge nodes, eliminate irrelevant nodes, and adjust the internal structure of the knowledge network system. Secondly, through summary and reflection, it is necessary to monitor the appropriateness of learning strategies and learning methods used in the learning process at any time, so as to have a better experience in the next learning. As far as teachers are concerned, it helps to realize the gains and losses in the teaching process, so as to constantly optimize the teaching design. Only through continuous practice, summary and innovation, and on the basis of summing up experiences and lessons, can we improve our own comprehensive quality.

4.3.4Teaching evaluation. It is necessary to carry out teaching evaluation online and offline, and use online evaluation to mainly assess students’ pre-class situation (pre-class preview, pre-class exercise completion), in-class situation (attendance, classroom answer scores, online time-limited exercises, voting,etc.), and the completion of after-class homework. Offline evaluation is mainly used to examine students’ classroom status, self-evaluation and final learning achievements.

5 The advantages of mixed teaching model in colleges and universities in the context of "Internet+"

5.1 Smart teaching running through the whole teaching process of "pre-class—in-class—after-class"The mixed teaching model pays attention to the learner-centered design of curriculum teaching activities and carries out smart teaching. Before class, teachers push relevant learning resources to students through the intelligent platform, and students interact with teachers on the learning platform. In class, teachers create teaching situations, teach with the help of intelligent learning platform, students ask questions in real time on the platform, discuss and solve problems with each other, and teachers make real-time feedback and comments. After class, students submit homework on the platform, and teachers give real-time feedback to promote the internalization of students’ knowledge and the improvement of their ability.

5.2 Building a mixed teaching community featuring "interaction and sharing, cooperation and independent exploration"

With the aim of improving learners’ learning experience and taking the common value orientation and hope as the link, we can build a mixed teaching community featuring "interaction and sharing, cooperation and independent exploration". Teachers should gradually establish a sense of community teaching, only with the consciousness of community, can they feel its value and significance. For the exploration of mixed teaching, we should be active rather than passive, and we should give full enthusiasm in practice and create a cultural atmosphere of cohesion, cooperation, sharing and innovation. In the process of mixed teaching, teachers and students participate in the whole process of teaching, communicate with each other, discuss problems, make decisions, and try to reconstruct their own understanding and point of view from different aspects and perspectives.

5.3 Strengthening multi-channel real-time feedback mechanism to realize three-dimensional interaction and continuous communication between teachers and studentsTeachers can actively transmit teaching resources to students through the intelligent platform, and they can immediately review and feed back the students’ homework and learn about the students’ situation in time. Students can also receive course information anytime and anywhere for autonomous learning. In addition to classroom communication, we can also use the cloud platform to communicate outside the classroom anytime and anywhere, to achieve three-dimensional interaction and all-round continuous communication between teachers and students, between students beyond time and space[8].

5.4 Changing the learning style of learners and paying attention to personalized creative learningThe mixed teaching model emphasizes that teachers are only the guides of learning and students are the center. It encourages students to cooperate in team learning, encourages students to carry out independent exploratory learning and creative learning with the help of intelligent platform, cultivate students’ ability to analyze and evaluate problems, and cultivate students’ innovative thinking and creativity, promote students’ own transcendence and innovation.

5.5 Forming diversified teaching evaluation and evaluating the learning effect of learners from multiple levels and multiple anglesIt is necessary to change the traditional one-sided teaching evaluation system, focus on the comprehensive evaluation of students’ learning effect from the aspects of students’ knowledge mastery ability, autonomous learning ability, cooperation ability, problem-solving ability and so on, and pay attention to the diversification of evaluation methods and evaluation content.

6 Conclusion

Under the tide of "Internet+ education", the intelligent class based on the new generation of information technology is the product of the deep integration of new technology and education. The construction of mixed teaching model in colleges and universities in the context of "Internet+" effectively integrates the advantages of online teaching and traditional teaching, and realizes the deep integration of Internet and teaching model. This is not only a new idea of education and teaching reform in colleges and universities, but also an effective attempt to change students’ learning methods and teachers’ teaching methods by means of intelligent technology.