International Journal of Information Technology & Computer Science ( IJITCS )
Thanks to computer technology, digital learning has evolved to the stage of mobile learning. However, in school courses, it is still necessary to teach face to face for humanistic teaching. As of yet, digital learning still plays a supplementary teaching role, but research on what ratio it should be in teaching activity has been lacking. This study attempts to discuss the best use percentage of traditional face-to-face teaching and digital learning by selecting two classes of the information department of a vocational high school, for a semester of experimental teaching. In order to discuss effects of different ratios of blended learning strategies and learning satisfaction, independent variables are defined to be 3:1, 2:1, and 1:1 for traditional class learning and digital learning in blended learning; and dependent variables are defined to be electronics learning effects and learning satisfaction. A nonequivalent pretest-posttest quasi-experiment approach was conducted. On the experimental group, a blended learning strategy of different ratios were adopted, including 3:1、2:1 and 1:1, each ratio was adopted for a 6-week experiment. On the control group, a merely traditional face-to-face teaching approach was performed. At the same time, a S-P chart approach was used to carry out a statistical analysis to search for the best blended ratio. Results show that, compared with digital learning, traditional face to face teaching has the best effects at 2:1.
: Blended Learning; Digital Learning; S-P Chart
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