<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>With the development of the Internet, the traditional offline teaching mode cannot fully meet the current teaching needs, and mixed-mode teaching with informationization characteristics has received widespread attention. By combining the BTS subjective empowerment method and fuzzy comprehensive evaluation method, this paper creates the BTS-entropy weight-fuzzy comprehensive evaluation model for online and offline hybrid teaching. Based on Koch’s model, the evaluation index system of online blended teaching is constructed from four levels: reaction, learning, behavior, and result. On this basis, the four levels of Koch’s model were empirically analyzed to calculate the online and offline blended teaching effect of the school, taking six majors of School J as an example. The results are as follows: from the point of view of the coefficient of variation of the reaction layer, the coefficient of variation of each index is less than 15%, and the consistency is high. From the learning layer scores, the coefficient of variation of the learning layer indicator scores of each major is 10% &lt; 15% and the coefficient of variation of the behavior layer indicators from each major is 19% > 15%, which indicates that the degree of dispersion of each major in the behavior layer is higher, and the variability of the total scores of each major is larger. The coefficient of variation of the outcome layer indicators is 3.8% &lt;15%. To sum up, Koch’s model can provide more exact assessments of the effectiveness of mixed teaching in higher vocational education and provide effective feedback in real-time.</p>
</abstract>

With the development of the Internet, the traditional offline teaching mode cannot fully meet the current teaching needs, and mixed-mode teaching with informationization characteristics has received widespread attention. By combining the BTS subjective empowerment method and fuzzy comprehensive evaluation method, this paper creates the BTS-entropy weight-fuzzy comprehensive evaluation model for online and offline hybrid teaching. Based on Koch’s model, the evaluation index system of online blended teaching is constructed from four levels: reaction, learning, behavior, and result. On this basis, the four levels of Koch’s model were empirically analyzed to calculate the online and offline blended teaching effect of the school, taking six majors of School J as an example. The results are as follows: from the point of view of the coefficient of variation of the reaction layer, the coefficient of variation of each index is less than 15%, and the consistency is high. From the learning layer scores, the coefficient of variation of the learning layer indicator scores of each major is 10% < 15% and the coefficient of variation of the behavior layer indicators from each major is 19% > 15%, which indicates that the degree of dispersion of each major in the behavior layer is higher, and the variability of the total scores of each major is larger. The coefficient of variation of the outcome layer indicators is 3.8% <15%. To sum up, Koch’s model can provide more exact assessments of the effectiveness of mixed teaching in higher vocational education and provide effective feedback in real-time.

Analyzing the efficacy of Higher Vocational Online-Offline Blended Teaching using Koch’s Model

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

With the development of the Internet, the traditional offline teaching mode cannot fully meet the current teaching needs, and mixed-mode teaching with informationization characteristics has received widespread attention. By combining the BTS subjective empowerment method and fuzzy comprehensive evaluation method, this paper creates the BTS-entropy weight-fuzzy comprehensive evaluation model for online and offline hybrid teaching. Based on Koch’s model, the evaluation index system of online blended teaching is constructed from four levels: reaction, learning, behavior, and result. On this basis, the four levels of Koch’s model were empirically analyzed to calculate the online and offline blended teaching effect of the school, taking six majors of School J as an example. The results are as follows: from the point of view of the coefficient of variation of the reaction layer, the coefficient of variation of each index is less than 15%, and the consistency is high. From the learning layer scores, the coefficient of variation of the learning layer indicator scores of each major is 10%  15%, which indicates that the degree of dispersion of each major in the behavior layer is higher, and the variability of the total scores of each major is larger. The coefficient of variation of the outcome layer indicators is 3.8% <15%. To sum up, Koch’s model can provide more exact assessments of the effectiveness of mixed teaching in higher vocational education and provide effective feedback in real-time.

With the development of the Internet, the traditional offline teaching mode cannot fully meet the current teaching needs, and mixed-mode teaching with...

Analyzing the efficacy of Higher Vocational Online-Offline Blended Teaching using Koch’s Model

Publié en ligne: 31 janv. 2024

Pages: -

Reçu: 15 déc. 2023

Accepté: 24 déc. 2023

DOI: https://doi.org/10.2478/amns-2024-0121

Mots clés
Koch’s model, Fuzzy comprehensive evaluation, BTS subjective empowerment method, Valence system, Mixed-mode teaching

© 2024 Xingbo Yang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Analyzing the efficacy of Higher Vocational Online-Offline Blended Teaching using Koch’s Model

Publié en ligne: 31 janv. 2024

Pages: -

Reçu: 15 déc. 2023

Accepté: 24 déc. 2023

DOI: https://doi.org/10.2478/amns-2024-0121

Mots clésKoch’s model, Fuzzy comprehensive evaluation, BTS subjective empowerment method, Valence system, Mixed-mode teaching

© 2024 Xingbo Yang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
Koch’s model, Fuzzy comprehensive evaluation, BTS subjective empowerment method, Valence system, Mixed-mode teaching