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

An analysis of the differences in information-based teaching to improve the learning achievements... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Education Review Springer Journals

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

Zhang, Hongfeng; Dai, Wenwen; He, Jie
Asia Pacific Education Review , Volume OnlineFirst – May 3, 2023
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References (39)

Publisher
Springer Journals
Copyright
Copyright © Education Research Institute, Seoul National University 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
ISSN
1598-1037
eISSN
1876-407X
DOI
10.1007/s12564-023-09855-z
Publisher site
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Abstract

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.

Journal

Asia Pacific Education Review – Springer Journals

Published: May 3, 2023

Keywords: Information-based teaching; Teaching reform; Vocational colleges; Chinese; Difference-in-differences

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