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Asymmetric cell division in Saccharomyces cerevisiae involves class V myosin-dependent transport of organelles along the polarised actin cytoskeleton to the emerging bud. Vac17 is the vacuole/lysosome-specific myosin receptor. Its timely breakdown terminates transport and results in the proper positioning of vacuoles in the bud. Vac17 breakdown is controlled by the budconcentrated p21-activated kinase Cla4, and the E3-ubiquitin ligase Dma1. We found that the spindle position checkpoint kinase Kin4 and, to a lesser extent, its paralog Frk1 contribute to successful vacuole transport by preventing the premature breakdown of Vac17 by Cla4 and Dma1. Furthermore, Kin4 and Cla4 contribute to the regulation of peroxisome transport. We conclude that Kin4 antagonises the Cla4/Dma1 pathway to coordinate spatiotemporal regulation of organelle transport. [ABSTRACT FROM AUTHOR]

New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher's influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age (M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students. [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.)

In the era of knowledge economy, social development has higher requirements for artistic talents’ quality. The teaching mode of music and dance in colleges and universities needs to be changed urgently. This study introduced deep learning theory and designed a SPOC teaching mode for music and dance in universities to improve the quality of music and dance teaching. Firstly, the K-means clustering algorithm was used to extract the features of online learning behavior. Radial basis function neural network was used to predict students’ performance to improve teachers’ mastery of students’ online learning behavior. Subsequently, the teaching quality evaluation system was constructed using hierarchical analysis. Finally, the effectiveness of the teaching model was tested. The results showed that under this teaching model, students’ overall literacy score reached a maximum of 11.5, and their average score in music and dance reached a maximum of 94, an increase of 11 points compared to the SPOC teaching mode. This indicates that the teaching mode gives full play to the advantages of SPOC teaching, enhances students’ enthusiasm and initiative in learning, and improves their professionalism and comprehensive quality.

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. [ABSTRACT FROM AUTHOR]

Based on the current situation of advanced mathematics curriculum teaching, this study first constructs a blended learning model for advanced mathematics based on SPOC through literature research from three aspects: curriculum design, teaching implementation, and learning evaluation. And designs a specific blended teaching case combined with the "definite integral concept". Then, we conducted a purposeful sampling in a public school called Qinghai Normal University and selected 82 students from two first-year classes majoring in biotechnology as the research objects, and carried out an 18-week empirical study with experimental control. Finally, the final grades and teaching evaluation questionnaires of students in advanced mathematics were collected for data processing and analysis. The research results showed that students in the SPOC blended learning class had better math scores than those in the traditional teaching class, and blended learning could narrow the gap in students' math proficiency. At the same time, the questionnaire survey found that students believe that blended learning in advanced mathematics courses has abundant resources, frequent interaction and communication, and can improve learning efficiency. However, traditional advanced mathematics learning puts a lot of pressure, and they are busy taking notes in the classroom and cannot respond to the teacher's questions in time.

Abstract Background Standardized training for pain, agitation-sedation, and delirium (PAD) management is urgently needed for Chinese intensivists’ continuing education. Since 2020, because of the COVID-19 pandemic, the Chinese Analgesia and Sedation Education and Research (CASER) group has used an online blended teaching mode based on a small private online course (SPOC) and case-based learning (CBL). This study evaluated whether an online blended teaching mode has similar effects on PAD management training when an offline mode cannot be used. Materials and methods Since 2020, the CASER group has provided offline training and online SPOC&CBL training three times each, targeting intensivists and ICU nurses in China. All participants were divided into an offline group and SPOC&CBL group. A final examination was offered in each training session to assess the students' mastery of professional knowledge. Teachers’ and students’ perceptions regarding the online SPOC&CBL mode were evaluated through questionnaires. Results Of all participants (n = 117), 106 completed all examinations and questionnaires. Most participants were aged 31–40 years (53, 50.0%), had an academic degree (60, 56.6%), and worked in a tertiary hospital (100, 94.34%). We assessed the learning effect on participants from two aspects: theory and clinical practice. There was no significant difference between the SPOC&CBL and offline groups in terms of theoretical, case analysis, and total scores (p > 0.05). In terms of the participants’ perceptions regarding the SPOC&CBL mode, 91.5% considered the online mode to be a useful and accessible alternative to improve knowledge and skills. A total of 95.7% of the participants believed that they could interact well with group members, and 87.2% believed that they had a good degree of participation. Of these participants, 76.6% believed that they had received valuable learning resources. All instructors believed that the SPOC&CBL mode was more flexible than the offline mode in terms of teaching time and location, and they were all willing to carry out training with the SPOC&CBL mode. Conclusion Compared to the offline mode, the SPOC&CBL mode can also enhance participants’ knowledge and skills and meets their expectations. Therefore, an online mode can be considered a potential method in PAD management education in China.

Copyright of Language Education is the property of Language Education 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.)

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors. [ABSTRACT FROM AUTHOR]

Background: Standardized training for pain, agitation-sedation, and delirium (PAD) management is urgently needed for Chinese intensivists' continuing education. Since 2020, because of the COVID-19 pandemic, the Chinese Analgesia and Sedation Education and Research (CASER) group has used an online blended teaching mode based on a small private online course (SPOC) and case-based learning (CBL). This study evaluated whether an online blended teaching mode has similar effects on PAD management training when an offline mode cannot be used. Materials and methods: Since 2020, the CASER group has provided offline training and online SPOC&CBL training three times each, targeting intensivists and ICU nurses in China. All participants were divided into an offline group and SPOC&CBL group. A final examination was offered in each training session to assess the students' mastery of professional knowledge. Teachers' and students' perceptions regarding the online SPOC&CBL mode were evaluated through questionnaires. Results: Of all participants (n = 117), 106 completed all examinations and questionnaires. Most participants were aged 31–40 years (53, 50.0%), had an academic degree (60, 56.6%), and worked in a tertiary hospital (100, 94.34%). We assessed the learning effect on participants from two aspects: theory and clinical practice. There was no significant difference between the SPOC&CBL and offline groups in terms of theoretical, case analysis, and total scores (p > 0.05). In terms of the participants' perceptions regarding the SPOC&CBL mode, 91.5% considered the online mode to be a useful and accessible alternative to improve knowledge and skills. A total of 95.7% of the participants believed that they could interact well with group members, and 87.2% believed that they had a good degree of participation. Of these participants, 76.6% believed that they had received valuable learning resources. All instructors believed that the SPOC&CBL mode was more flexible than the offline mode in terms of teaching time and location, and they were all willing to carry out training with the SPOC&CBL mode. Conclusion: Compared to the offline mode, the SPOC&CBL mode can also enhance participants' knowledge and skills and meets their expectations. Therefore, an online mode can be considered a potential method in PAD management education in China. [ABSTRACT FROM AUTHOR]

INTRODUCTION: In the traditional oral Japanese teaching model, Japanese courses emphasize theoretical knowledge of vocabulary and grammar, with few practical functions, low student interest in learning, and low attendance in class. They have made breakthroughs in information technology, e-commerce, and other professional fields. METHODS: A traditional teaching format is used, with the mains taught by teachers, without using learning platforms or offline teaching. Each lesson contains three elements: preschool, instructional practices, and external extensions. A cloud-based classroom learning platform is part of Cyber Chemistry's preschool and out-of-school learning. Classroom instruction consisted primarily of discussions and exchanges between teachers and students, competitive exercises, and visualization of the results of conversations. To test the effectiveness of the SPOC-based model, the authors administered two speaking tests, as well as related questionnaires and interviews, during and at the end of the test. RESULTS: Improvements in the intermediate pretest and post-test speaking tests compared to the control group suggest that the Japanese hybrid speaking test model, SPOC, is positively compelling. CONCLUSION: The class stimulates students' interest and motivation. It plays an active role in developing good learning practices and improving the learning of spoken Japanese. [ABSTRACT FROM AUTHOR]

Background: The Single-Incision Power Optimizing Cost-Effective Repair (SPOC) method reattaches the distal biceps tendon to its original posterior anatomic footprint and utilizes the anterior cortex of the supinated radius for fixation. The purpose of the study was to define the long-term complications and durability of the SPOC method. Methods: Two hundred and eighteen patients underwent the SPOC repair of distal biceps ruptures from 2008 to 2020, with 185 having at least 1-year follow-up data. The average follow-up was 50.1 months. Information regarding smoking, body mass index, interval between injury and surgery, peripheral nerve injury, heterotopic ossification, vascular injury, re-rupture, chronic regional pain syndrome, fracture of the radius, loss of motion, pain with use, and deformity were acquired. Results: No complication occurred beyond the third postoperative month. No patient complained of severe lateral antebrachial cutaneous nerve-related symptoms. Major complications exclusive of re-rupture occurred include 1 case of heterotopic ossification and 1 deep infection. Major complications with re-ruptures occurred in 9 patients (4.8%). Seven of the re-ruptures (78%) were associated with an unexpected forceful contraction within the first 4 weeks postop. All complications aside from 1 minor complication occurred in the chronic group. Long term follow-up revealed no re-ruptures and high satisfaction rate with return of strength, motion, and biceps profile. Conclusion: The safety profile of the SPOC repair is consistent with those of other published repairs. Major complications were associated with prolonged intervals between injury and reconstruction. Re-ruptures were associated with worker’s compensation status and patient noncompliance with postoperative protocols.

Influenced by the new crown epidemic, online teaching has entered the public’s view, and exploring the hybrid teaching between online and offline has become the hot content of university Chemistry course practice nowadays. This paper systematically studies the willingness of participants, influencing factors, support systems, and the evaluation of the effects of the knowledge interaction in the university Chemistry SPOC hybrid teaching mode. The teaching effect evaluation index system of the new mode is constructed using the AHP method of covariance correction. Taking part of the textbook of the university Chemistry course as an example of course design, a two-month teaching practice is carried out in the Chemistry major of X university through the 12xue platform to explore the advantages and disadvantages of the SPOC online and off-line blended teaching mode in the teaching of university Chemistry. The experimental results show that the adoption of the SPOC blended teaching mode in university Chemistry teaching practice has a certain effect on improving students’ Chemistry performance, with a performance improvement of 43.95 percentage points. And it helps students improve their independent learning abilities. The exploration of this teaching method provides a new way for college Chemistry teachers to enhance their teaching methods.

Small Private Online Courses (SPOC) represent a significant stride in online education, merging personalization with flexibility to revolutionize moral education. Our research investigates the efficacy of SPOC for ethical education, leveraging advanced analytics like Pearson correlation and cosine similarity, alongside 3D convolutional neural network-based student behavior analysis, to develop a tailored teaching recommendation system. In a comparative 20-week trial involving traditional and SPOC methodologies, students engaged with SPOC demonstrated superior cognitive, emotional, and behavioral performance, outscoring their peers by 4.011 points in moral education. These findings underscore the transformative potential of SPOC in enhancing the quality and effectiveness of moral education online.

INTRODUCTION: With the development of the information age and the application of cloud computing and big data technology, new changes have occurred in the field of education. Today, the form of learning is becoming more and more diversified, and cloud computing, big data and other information technologies can be more often applied in teaching and learning. The application of cloud computing to the creation and teaching of music can not only improve the interaction between teachers and students in the traditional classroom, but also cloud computing can better capture the problems of teaching in the classroom and provide adjustment suggestions through big data. OBJECTIVES: This study is to realize distance music teaching of SPOC through cloud computing, big data and other technologies. Further use of cloud computing technology is to improve the traditional music teaching classroom teaching and learning tools are not rich enough, the student perception is more single problem. At the same time, cloud computing technology is also utilized in order to explore the effect of distance music education. METHODS: Based on the management of learning theory, constructivism and communicative learning theory, this paper carries out the research on music creation and teaching through the methods of cloud computing and big data, and collects and summarizes the related literature at home and abroad, researches the development of big data and cloud computing in the field of music teaching and introduces the principle of SPOC teaching that supports students' independent learning through big data technology. RESULTS: Based on the training concept of MOOC and cloud computing, the teaching process encourages teachers and students to apply the pedagogical methods of cloud computing to improve the level of music nowadays teaching and learning at the same time, improve the overall quality of students. CONCLUSION: Music aesthetics education has diversity, SPOC learning process and cloud computing technology should be developed by developing an independent learning method. Therefore, cloud computing technology can help students learn music independently in a three-dimensional way, effectively develop the design stage of the learning process, use big data and cloud computing to better enrich the music teaching model, and implement the construction of independent knowledge. Future research can continue to develop towards empirical evidence and a large number of data experiments. [ABSTRACT FROM AUTHOR]

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners' motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students' blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the "SPOC and Flipped classroom"-based blended teaching strategy on first-year English-major students' achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an "SPOC and Flipped classroom"-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students' overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students' achievements than face-to-face classroom teaching. Findings of students' achievements in each of the five English language skills showed that the "SPOC and Flipped"-based blended teaching strategy was effective in enhancing students' listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students' genders and regional backgrounds were considered as moderating variables of students' achievements, and findings indicated that gender had no significantly positive effect on students' achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students' achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students' achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students' academic performance will be enhanced. [ABSTRACT FROM AUTHOR]

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere. [ABSTRACT FROM AUTHOR]

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports the application of an instructional mode combining SPOC and flipped instruction in teaching English pronunciation for college students majoring in English Education. The effectiveness of this mode was assessed in terms of students' mastery of knowledge in English pronunciation, accuracy of students' pronunciation and students' satisfaction to the class. The freshmen enrolled in a university in 2018 were labeled as the controlled group and those enrolled in 2019 and 2020 comprised the experimental groups. Results showed that the experimental groups significantly outperformed the controlled group in the mastery of knowledge and the accuracy of pronunciation. In addition, the improvement in students' pronunciation was not as much as that in their degree of mastering the knowledge. All students in experimental groups indicated a high degree of satisfaction to the teaching mode. These results prove that SPOC-based flipped classroom instructional mode not only can attain positive perceptions from students but also can be helpful for improving students' learning of knowledge in pronunciation and correctness of pronunciation. However, more input and practice opportunities are still needed to make a better enhancement in students' English pronunciation, which can be expected to be achieved by virtual simulation systems for English pronunciation training. [ABSTRACT FROM AUTHOR]

With the widespread of Small Private Online Courses (SPOC) in colleges and universities, course organizers who provide high‐quality personalized course activities need to understand learners' learning status and characteristics, and then optimize the course teaching. However, little research has been done on different learners' group behavior characteristics, such as which indicators can reflect learner groups' behavior, and what are the typical behavior characteristics of different learner groups. In this work, we established a Python Language Foundation self‐built SPOC course, and 109 undergraduates' learning behavior data were collected and analyzed. From 74‐dimensional behavior log data consisting of 72 video‐viewing, course video score, and comprehensive score, Principal Component Analysis was performed to reduce dimensionality. Agglomerative hierarchical clustering was used to divide learners into different categories, and the results showed that 15 groups are clustered. According to the analysis of the four indicators for group characteristics, which are the completion and viewing‐stability of task‐point videos, unit test excellence, and comprehensive score, it is identified into five primary types, including positive type, regular type, negative type, semi‐negative type, and a fluctuation type. Experiments conducted on a real data set across different academic years and courses show that the proposed approach has better clustering accuracy and practicability. It is expected that this work may be used to strengthen the personalized learning support services system in educational institutions and develop a tool that integrates exploration and analysis work onto the web platform. [ABSTRACT FROM AUTHOR]

Article highlights Based on relevant literature, the study constructs the theoretical dimensions of the students’ learning effectiveness of college English based on the SPOC blended teaching mode. After the steps of item development, draft scale development, data collection of pretest scale, item analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis and validity analysis, the scale on the learning effectiveness of college English is developed, which provides a reference tool for subsequent related studies. The study analyzes and evaluates students’ learning effectiveness based on machine learning in order to guide students’ learning behavior and improve the quality of students’ learning effectiveness. The results obtained by machine learning show that learning effectiveness are improved in the SPOC-based teaching mode. It helps teachers know the learning effectiveness of their students at different learning stages and change their teaching strategies for improving students’ learning effectiveness in time. Based on the analysis of data on students’ learning effectiveness, the influencing factors that affect students’ learning effectiveness could be analyzed. The suggestions of improvement of the SPOC-based blended teaching mode of college English are proposed from the influencing factors, so as to improve the teaching effectiveness and students’ learning effectiveness.

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students' engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students' motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students' motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student' interaction with assessment exercises in the SPOC. [ABSTRACT FROM AUTHOR]

Machine learning-based learning effectiveness analysis is an important part of the current analysis of college students’ learning effectiveness and it is directly related to the learning effect. It plays a very important role in the analysis of college students’ learning, and enhances the learning effect of students to the greatest extent. The study aimed to investigate the students’ English learning effectiveness under small private online course (SPOC) teaching mode based on machine learning. The study designed and implemented the blended teaching mode of college English based on SPOC. Next, the study investigated the students’ English learning effectiveness under SPOC teaching mode by an empirical study and analyzed the students’ English learning effectiveness under SPOC teaching mode based on machine learning. The results showed that the students were satisfied with the blended teaching mode of college English based on SPOC and students’ academic English skills, research skills and learning effectiveness were improved in the SPOC-based teaching mode. In order to improve the effect of the blended English teaching mode, teachers need to reconstruct the teaching mode of college English based on the SPOC platform, improve the evaluation mechanism, take advantage of the continuous integration of information technology and college English teaching, and build an innovative English teaching mode in order to improve the quality of college English teaching.Article highlights: Based on relevant literature, the study constructs the theoretical dimensions of the students’ learning effectiveness of college English based on the SPOC blended teaching mode. After the steps of item development, draft scale development, data collection of pretest scale, item analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis and validity analysis, the scale on the learning effectiveness of college English is developed, which provides a reference tool for subsequent related studies. The study analyzes and evaluates students’ learning effectiveness based on machine learning in order to guide students’ learning behavior and improve the quality of students’ learning effectiveness. The results obtained by machine learning show that learning effectiveness are improved in the SPOC-based teaching mode. It helps teachers know the learning effectiveness of their students at different learning stages and change their teaching strategies for improving students’ learning effectiveness in time. Based on the analysis of data on students’ learning effectiveness, the influencing factors that affect students’ learning effectiveness could be analyzed. The suggestions of improvement of the SPOC-based blended teaching mode of college English are proposed from the influencing factors, so as to improve the teaching effectiveness and students’ learning effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.