ABSTRACT
While blended teaching approaches are becoming more common in some higher educational institutes, their consistency in aligning with higher-level learning objectives varies The current study aims to explore the design and effectiveness of Small Private Online Course (SPOC)-based blended teaching in fostering deep learning among English as a Foreign Language students in Higher Vocational Colleges in Guangdong, China. We develop a systematically designed SPOC-based blended teaching approach tailored for deep learning promotion and compare it with a non-systematic SPOC-based design. The study then implements the SPOC-based blended teaching approach to promote deep learning and collects relevant data for analysis. Our results show significant improvements in students’ knowledge acquisition, skill development, and overall satisfaction compared to the non-systematic approach. This study provides valuable insights into deep blended teaching and underscores the necessity of a systematic shift in teaching methodologies through SPOC-based blended learning to optimise deep learning outcomes.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Liping Jiang
Jiang Liping is currently a professor and a PhD in Education; his research fields include Business English research, Cognitive linguistics, and higher education. He published more than 90 academic papers, some of them indexed by SSCI Q1 and CSSCI.
Menglei Lv
Menglei Lv is a lecturer and her main research interests include English translation, higher education teaching, and corpus research.
Mengmeng Cheng
Cheng Mengmeng is a lecturer and her main research interests include higher education teaching, English teaching, and translation.
Xia Chen
Xia Chen is a lecturer and her main research interests include blended teaching and English translation.