The Impact of Blended Teaching in Computer Fundamentals Under the Online Learning Platform on College Students' Learning Outcomes
Abstract
Background and Aim: With the rapid development of technology, online learning platforms have become important tools in the field of education, having a profound impact on traditional teaching methods. This study aims to construct a blended teaching model for computer fundamentals based on the 5Y online learning platform, exploring its effects on enhancing students' learning outcomes (theoretical knowledge, practical skills, attendance, and interactive participation). Additionally, the study analyzes students' perceptions of blended learning in computer fundamentals under this platform.
Materials and Methods: This study adopts a mixed-method research approach, combining quantitative research through quasi-experiments and qualitative research through face-to-face interviews. A total of 84 first-year students from Zhanjiang University of Science and Technology, Guangdong Province, China, were selected using purposive sampling during the 2023 academic year. The quasi-experiment divided the students into a control group (42 students) and an experimental group (42 students). The experimental group engaged in blended learning using the 5Y online learning platform, while the control group received traditional teaching. Data were collected through performance tests, attendance records, participation scores, and face-to-face interviews, and analyzed using descriptive statistics, independent sample t-tests, and thematic analysis.
Results: The results show that blended learning in computer fundamentals using the 5Y online learning platform significantly outperforms traditional face-to-face teaching in improving students' learning outcomes. The experimental group demonstrated significant advantages in enhancing theoretical knowledge, practical skills, attendance, and interactive participation. Compared to the control group, all improvement dimensions (theoretical knowledge, practical skills, attendance, and interaction) had p-values less than 0.05, indicating statistically significant differences. Furthermore, students expressed positive attitudes toward the learning experience in this blended teaching model.
Conclusion: Blended teaching based on the 5Y online learning platform shows a significant advantage in improving learning outcomes in computer fundamentals courses, providing students with a positive learning experience. These findings provide important insights for future digital teaching strategies and research.
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