Abstract
Effective design of blended learning activities is pivotal to achieve desired learning outcomes. Utilizing the community of inquiry framework, we delve into the strategies for blended learning activities tailored for general elective courses in higher vocational college. At the beginning of these courses, emphasis should be placed on fostering a social presence and cultivating trust and a sense of belonging between teachers and learners, thereby nurturing a conducive learning environment. Midway through the course, the priority shifts to establishing a teaching presence, steering students towards efficacious learning while spurring them to enhance and refine project content. At the final of the course, the focus should pivot to reinforcing cognitive presence, championing comprehensive articulation, self-development and assessment. Typical examples underscore that a project-driven approach to blended learning activity design in higher vocational elective courses markedly bolsters students’ advanced cognitive functions, learning efficacy, and interpersonal relationships.
1Supported by Shenzhen Education Sciences Planning Program (NO. ybfz20015)
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The article was funded by Shenzhen Education Sciences Planning Program ‘Blended Learning under Public Emergency in Higher Vocational Colleges - Taking General Elective Courses as an Example’. Number: ybfz20015.
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Xu, L. (2024). Designing Blended Learning Activities in the Era of Artificial Intelligence. In: Feng, J., Jiang, F., Luo, M., Zhang, LJ. (eds) Edge Computing – EDGE 2023 . EDGE 2023. Lecture Notes in Computer Science, vol 14205. Springer, Cham. https://doi.org/10.1007/978-3-031-51826-3_4
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