Teaching Behavior Profiles of Higher Vocational Teachers in Blended Environments and Their Impact on Students' Course Satisfaction: A Latent Profile Analysis_Vol. 2 No. 3 (JHVE 2025)_Journal of Higher Vocational Education (ISSN: 3005-5784)

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Teaching Behavior Profiles of Higher Vocational Teachers in Blended Environments and Their Impact on Students' Course Satisfaction: A Latent Profile Analysis

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DOI: https://doi.org/10.62517/jhve.202516307

Author(s)

Yue Tian, Xiage Liu*, Xin Yao

Affiliation(s)

Xianyang Polytechnic Institute, Xi’an, Shaanxi, China *Corresponding Author

Abstract

Blended learning is a concrete practice that is instrumental in the digital transformation of education. This practice is characterized by autonomy and ubiquity, and it serves as a key pathway to promoting high-quality development in vocational education. A cross-sectional analysis of teaching behaviors reveals that blended learning centers on the frequency of teacher-student interaction, categorized into general interaction, low interaction, and active interaction. Furthermore, the blended learning semester plan and the duration of online and offline learning have been demonstrated to influence course satisfaction. In order to enhance the quality of blended learning in vocational education, it is essential to make efforts to strengthen teacher-student interaction and improve student course satisfaction.

Keywords

Vocational Higher Vocational Teachers; Blended Learning; Teaching Behavior; Course Satisfaction

References

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