Construction and Practical Validation of a Blended Teaching Quality Evaluation Indicator System: A Case Study of Online-Offline Blended Mathematics Courses at Guangdong Technology College

DOI: https://doi.org/10.62517/jhet.202615230

Author(s)

Dongxue Tu1,2

Affiliation(s)

1Department of Basic Course Teaching and Research, Guangdong Technology College, Zhaoqing, Guangdong, China 2Faculty of Arts, Communication & Education, Centre for Postgraduate Studies (CPS), Kuala Lumpur University of Science and Technology, Selangor, Kuala Lumpur, Malaysia

Abstract

In response to the widespread adoption of blended teaching models in higher education and the lack of a systematic quality evaluation framework, this study develops a comprehensive evaluation indicator system for assessing blended teaching quality, using online-offline blended mathematics courses at Guangdong Technology College as a case study. Guided by three core principles—integration of online and offline components, alignment of process and outcome evaluation, and equal emphasis on teacher and student roles—the framework incorporates two key dimensions: teacher-related factors and student-related factors. Through questionnaire surveys and analysis of platform data (from UOOC and Rain Classroom), an empirical investigation was conducted in the "Economic Mathematics" course across four classes (approximately 200 students) majoring in Accounting and Financial Management during the 2023–2025 academic years. Results demonstrate that the implementation of blended teaching led to significant improvements in student performance (average scores increased by 3–6 points with reduced standard deviation) and more proactive learning behaviors. The study ultimately proposes an evaluation system consisting of 3 first-level indicators (pre-class, in-class, and post-class) and 20 second-level indicators, providing a systematic and practical tool for evaluating blended teaching quality.

Keywords

Teaching Quality Evaluation; Evaluation Indicator System; Blended Teaching; Online-Offline Integration; Higher Education

References

[1] Zhang Z Y. The Impact of MOOCs Development on Higher Education in China and Countermeasures. Journal of Hebei Normal University: Educational Science Edition, 2014, 16(2): 116-121. [2] Zhao X R, Zhou Y Q. Evaluation of MOOC Teaching Quality in College Physics Based on Fuzzy Comprehensive Evaluation Method. Research in Higher Education of Engineering, 2019(1): 190-195. [3] Zheng Y J. A Preliminary Study on Network-Based Comprehensive Teaching Quality Evaluation Model. Heilongjiang Researches on Higher Education, 2004, 12(1). [4] Ge C, Wang H, Chang W, et al. Research on Classroom Teaching Quality Evaluation Model Based on Improved BP Neural Network. Radio Engineering, 2016, 46(6): 5-8. [5] Shen X Q, Hu J. Blended Teaching of "Advanced Mathematics" and Its Ideological and Political Education in Curriculum. The Guide of Science & Education, 2020(8): 172-173. [6] Li F Q, Han X L. Construction and Practice of a Blended Teaching Quality Evaluation System. China Educational Technology, 2017(11): 108-113. [7] Feng X Y, Wu Y J, Pang X Y, et al. Blended Teaching Reform: Are Teachers Ready? Research on the Development Framework and Readiness of Teachers in Blended Teaching Reform. China Educational Technology, 2021(1): 110-117. [8] Wang L L, Liang Y, Lei J W. Research on the Evaluation Indicator System for Online and Offline Blended Teaching Effectiveness. Journal of Higher Education, 2022, 8(27): 62-66. [9] Huang W X, Li Y D, Zhang X S. The Quality Status, Evaluation, and Suggestions of Online Teaching in Undergraduate Universities in China. China Higher Education, 2020(8): 21-24. [10]Li H D, Wu H. Research on a Whole-Process-Based Blended Teaching Quality Evaluation System: A Case Study of a National-Level Online and Offline Blended First-Class Course. China University Teaching, 2021(5): 65-71.