Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–26, 2023, Zhengzhou, China

Research Article

Differentiated Effects and Impact Paths of Online and Offline Hybrid Teaching Models for Theoretical and Practical Public Administration Courses

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  • @INPROCEEDINGS{10.4108/eai.24-11-2023.2343622,
        author={Wenyi  Lin and Dinghuan  Yuan and Jun  Guo and Dapeng  Zhou and Huihua  Hu and Mengjiao  Zhang},
        title={Differentiated Effects and Impact Paths of Online and Offline Hybrid Teaching Models for Theoretical and Practical Public Administration Courses},
        proceedings={Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24--26, 2023, Zhengzhou, China},
        publisher={EAI},
        proceedings_a={ITEI},
        year={2024},
        month={4},
        keywords={online and offline hybrid teaching model; public administration discipline; customer satisfaction index introduction},
        doi={10.4108/eai.24-11-2023.2343622}
    }
    
  • Wenyi Lin
    Dinghuan Yuan
    Jun Guo
    Dapeng Zhou
    Huihua Hu
    Mengjiao Zhang
    Year: 2024
    Differentiated Effects and Impact Paths of Online and Offline Hybrid Teaching Models for Theoretical and Practical Public Administration Courses
    ITEI
    EAI
    DOI: 10.4108/eai.24-11-2023.2343622
Wenyi Lin1, Dinghuan Yuan1, Jun Guo1,*, Dapeng Zhou1, Huihua Hu1, Mengjiao Zhang1
  • 1: Jinan University
*Contact email: guojunaa@163.com

Abstract

This study uses empirical data to evaluate the effectiveness of courses that adopt online and offline hybrid teaching models in public administration disciplines. The subjects of the survey were students who engaged in the online and offline hybrid teaching model at a school of public administration in a Chinese university, and the information of 108 valid samples was collected for analysis. The findings show that there is a significant correlation between perceived quality of online learning, perceived quality of offline learning, and changes in learning attitudes. The perceived quality of learning platforms and the level of expectation for blended online and offline teaching models are significantly correlated with students' autonomous learning ability. The change in learning attitude and the ability to learn independently are significantly correlated with the online and offline blended learning model. The perceived quality of learning platforms, online learning, and offline learning interact with each other.