An analysis of the differences in information-based teaching to improve the learning achievements of Chinese higher vocational college students

Asia Pacific Education Review - Trang 1-13 - 2023
Hongfeng Zhang1,2, Wenwen Dai1,3, Jie He4
1School of Economics and Trade Management, Changzhou Vocational Institute of Industry Technology, Changzhou, China
2School of Economics, Guizhou University of Finance and Economic, Guiyang, China
3Changzhou, China
4College of Chinese Studies, Beijing Language and Culture University, Beijing, China

Tóm tắt

As a concept, technology, and method, information-based teaching precisely connects teachers and students at the two ends. In the context of Chinese vocational colleges, where there are differences between teachers’ information-based teaching abilities and students’ subjectivity, the paper examines the differences in the effects of information-based teaching on student learning achievements in vocational colleges. The study shows, first, that learning achievements are significantly improved after adopting an information-based teaching mode. Second, an analysis of the heterogeneity of students based on assessment levels found that information-based teaching has a relatively limited effect on the learning achievements of students with poor academic performance due to their low level of motivation. Third, an analysis of the heterogeneity of teachers’ information-based teaching strengths found that stronger information-based teaching abilities significantly improved the performance of vocational college students. These findings provide useful insights for Chinese vocational colleges to improve the effectiveness of information-based teaching reform.

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