Title:
Study on the Application of Blended Learning in Automobile Professional Courses Taking Shandong Engineering Vocational and Technical University as an Example
Author:
Wang Jinsheng
Advisor:
Dr. Zhang Li
Degree:
Education Management
Major:
Master of Business Administration
Faculty:
บัณฑิตวิทยาลัย (Graduate School)
Academic year:
2566 (2023)
Published:
The 15th National and International Academic Conference “Creating Shared-Value and Innovation for Sustainability” 18-20 January 2023 pp.907-918 PDF https://mba.siam.edu/proceedings15/
Abstract
With the rapid development of educational informatization, blended learning, which combines the advantages of online and offline learning, is gradually becoming an important method in today’s learning reform. To address the shortcomings of traditional learning, this study utilizes relevant educational theories such as sociocultural theory and constructivism to address the implementation issues of blended learning in automotive courses. The objective is to provide a theoretical foundation for the application of blended learning in automotive professional courses by comparing the differences in classroom theory, hands-on ability, and learning results between blended learning and traditional learning. Through this research, we aim to seek a more effective and efficient way of learning automotive professional knowledge with the support of educational technology.
After reviewing existing research findings, a quantitative study was conducted to investigate and empirically study 91 junior college students majoring in Automotive Inspection and Maintenance Technology at Shandong Vocational College of Engineering. A questionnaire survey was administered, and data collected were analyzed for reliability, validity, and other relevant statistical analyses using SPSS. The results demonstrate that blended learning, which combines the advantages of online and classroom learning, has great potential in enhancing students’ theoretical understanding and practical skills in the automotive field. It also improves students’ motivation and self-confidence in learning automotive professional courses while fostering their collaborative abilities. However, the effectiveness of educational technology and web-based learning activities in promoting professional knowledge acquisition relies on thoughtful integration by instructors into the automotive curriculum. Lastly, the study discusses its limitations and future research prospects.
Keywords: blended learning, educational theories, automotive professional courses, learning result