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Background: With the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed "W + flipped classroom") teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed "B + BOPPPS") teaching model and explore its application effects in the field of biological separation engineering. Methods: The undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated "W + flipped classroom" and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness. Results: The integrated "W + flipped classroom" and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology. Conclusion: The integration of the "W + flipped classroom" teaching design with the "B + BOPPPS" teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities. [ABSTRACT FROM AUTHOR]

Abstract Background With the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering. Methods The undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness. Results The integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology. Conclusion The integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

With the trend of “Internet plus” and the reform of college entrance examinations, the teaching reform in the field of chemistry continues to deepen. The teaching team of the Structural Chemistry course at South China Normal University has conducted in-depth exploration and practice of blended teaching, combining online and offline methods. This article introduces the exploration, process, and implementation of the curriculum reform. By utilizing the “LiRu Online Courses” platform, the team has successfully integrated offline and online courses, leveraging their respective advantages to create an effective blended learning experience. The results of offline course exams, online participation rates, and student feedback all indicate that this blended teaching approach has been well received by students, leading to a significant improvement in their innovative thinking and achieving satisfactory teaching outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Jiaoyu Kexue Wenxian is the property of Educational Science Literature (Chinese) Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the advent of the post-pandemic era, the integration of online and offline education has become one of the future development trends and major challenges. This article utilizes the Semantic Wave Theory to teach the "Film and Television Creative Course" through a combination of offline and online methods. While offline teaching is conducted, a teaching project Q&A practice is also carried out on the online "Xuexi Tong" Platform. Finally, by evaluating students' performances both online and offline using multiple indicators, the effectiveness of their participation in the course is analyzed from various perspectives. Furthermore, the statistical software SPSS was used to determine the significance of each metric's impact on student learning outcomes. The results show that students in the experimental group had better learning outcomes than those in the control group, and demonstrated a more positive emotional experience. The results also suggest that blended learning is a practical approach to improving student learning outcomes and promoting positive emotional experiences, ultimately enhancing teaching effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Anesthesiology is a subject which combines basic medicine and clinical medicine. It is a comprehensive medical subject that covers a wide range of clinical medicine and involves multiple disciplines. A qualified anesthesiologist should not only have a solid theoretical and practical foundation, but also have a good professional ethics, humanistic quality and social responsibility. Contemporary medical education organically integrates theoretical education with ideological and political education, which is an effective way to realize the fundamental task of cultivating morality and human beings. With the arrival of the "Internet + era", medical educators have been exploring the teaching road of how to give better play to the advantages of the Internet, make use of the Internet to make the connection between teachers and students closer, and try their best to improve and innovate the teaching of clinical anesthesiology. In this regard, after a comprehensive analysis of the current situation of clinical anesthesiology teaching, the group characteristics of contemporary college students and the characteristics of online-offline mixed teaching, the author explores the application of online-offline mixed teaching into curriculum ideology and politics in the course of clinical anesthesiology, aiming at improving the teaching effect and achieving the goal of cultivating virtues and cultivating people. (麻醉学专业是一门基础医学与临床医学密切结合的学科, 是临床医学中覆盖广泛、涉及多门学科的综合医学学科。合格的麻醉医生不仅要有扎实的理论及实践基础, 还需要有良好职业道德、人文素养和社会责任感。当代医学教育将理论教育和思想政治教育工作有机的融合, 是实现立德树人根本任务的有效途径。随着“互联网+时代”的到来, 如何更好地发挥互联网的优势, 利用互联网将师生之间的联系更加紧密, 全力改进和创新临床麻醉学的教学工作, 是医学教育工作者一直在探索的教学之路。本文在综合分析当前临床麻醉学教学现状, 当代大学生的群体特点及线上线下混合式教学特点后, 探索线上线下混合式教学融入课程思政在临床麻醉学教学中的应用, 旨在提升教学效果, 实现立德树人的目标。)