Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China

Research Article

Reform and Practice of the SPOC Teaching Mode for English Major Courses in the Context of Digital Transformation

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  • @INPROCEEDINGS{10.4108/eai.29-3-2024.2347677,
        author={Beibei  Chen},
        title={Reform and Practice of the SPOC Teaching Mode for English Major Courses in the Context of Digital Transformation},
        proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China},
        publisher={EAI},
        proceedings_a={EIMT},
        year={2024},
        month={6},
        keywords={digital transformation english major education spoc teaching model reform},
        doi={10.4108/eai.29-3-2024.2347677}
    }
    
  • Beibei Chen
    Year: 2024
    Reform and Practice of the SPOC Teaching Mode for English Major Courses in the Context of Digital Transformation
    EIMT
    EAI
    DOI: 10.4108/eai.29-3-2024.2347677
Beibei Chen1,*
  • 1: Qingdao Institute of Technology
*Contact email: wmdbb123@126.com

Abstract

The wave of digital transformation presents new challenges to traditional English major education. To meet the demands of digitalization, this study constructs a blended SPOC (Small Private Online Course) teaching model tailored for English majors. This model fully utilizes the advantages of the online environment and SPOC teaching, incorporating elements such as micro-lecture videos, online exercises, and online interactions. By effectively integrating this with traditional face-to-face teaching, a blended learning approach is achieved. Using two classes of English major students as samples, a semester-long teaching experiment was conducted with the SPOC blended teaching model and traditional teaching model, respectively. The study evaluated the teaching effectiveness of both models, and the results showed that the SPOC group exhibited significantly higher attendance rates, better learning attitudes, improved classroom performance, and higher final exam scores compared to the control group. This indicates that the reform of the SPOC blended teaching model for English major students has yielded positive results, effectively stimulating learning interests and enhancing teaching quality. This research provides empirical support for further promoting this teaching model.