Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education

ABSTRACT

Higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an optimized model of SPOC-based blended learning (SPOC-BL) on student presence, learning satisfaction, learning motivation, and academic performance in C language programming course. This quasi-experimental study spanned a period of three months and involved 92 students from two classes in a higher vocational school. Quantitative research methods were employed to analyze students’ academic performance and their interrelationship among student presence, learning satisfaction, learning motivation in SPOC-BL approach. Analysis of Covariance, paired samples t-tests, and multiple regression analysis were conducted to analyze students’ performance on achievement tests and student surveys. The results showed substantial improvements in student presence, learning motivation, learning satisfaction, and academic achievement as direct outcomes of the innovative instructional approach. The findings illuminated significant effects for all factors, with student presence exerting the most significant influence, followed closely by learning motivation, and with learning satisfaction playing a smaller yet still meaningful role. The study will inform the design and implementation of blended learning in higher vocational education.

KEYWORDS:

• Blended learning
• SPOC-BL
• higher vocational school
• academic achievement
• learning motivation
• learning satisfaction
• student presence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Wuxue Jiang

Wuxue Jiang is an education doctoral student at The Education University of Hong Kong, Hong Kong SAR, China. His research interests include IT in education, quantitative research design and technology in vocational education.

Ying Zhan

Ying Zhan is an Associate Professor at The Education University of Hong Kong, Hong Kong SAR, China. Her research interests include feedback in higher education, online formative assessment, washback of high-stakes examinations, interdisciplinary curriculum development and implementation, Teacher professional development.

Daner Sun

Daner Sun* is an assistant professor at The Education University of Hong Kong (EdUHK), Hong Kong SAR, China. Her research interests include pedagogy in ICT-supported learning, STEM education, mobile learning, and higher-order thinking in interdisciplinary education.

Jin Sun

Jin Sun is an associate professor at University of Macau, Macau SAR, China. Her research interests include early mathematics learning and education, early development of self-regulation and executive function, Chinese socialization, socioeconomic gradients in early development.

Peiyao Tian

Peiyao Tian is a research assistant at The Education University of Hong Kong (EdUHK), Hong Kong SAR, China. Her research interests include ICT-supported learning, STEM education, and higher-order thinking in interdisciplinary education.