Corresponding author.
Author Notes
Copyright and License information
ABSTRACT
Background
Massive Online Open Course (MOOC) provides a new research idea and direction for educational reform with the internet era. The authors designed a “BOPPPS+blended teaching” model and carried out the practice in a ‘Food Biochemistry” course in order to improve the learning effect.
Materials and Methods
42 students in grade 2018 (experimental group) were divided randomly into seven groups (six students in each group) and taught using a “BOPPPS+blended teaching” model. The forty-two students in grade 2017 (control group) was taught using a traditional teaching model. To assess achievement, a final examination in Food Biochemistry was administered at the end of the course and a questionnaire survey was conducted at the end of the term to determine students’ attitude to the new teaching model used.
Results
The results show that, compared with the control group, the students are significantly superior in the depth of knowledge understanding, and there is also a significant difference in learning effect (p <0.05). Their academic performance (81.57±4.12) was about six points higher than the control group (75.16±2.45). The results of the questionnaire survey show that compared with the control group, students are more willing to accept the new teaching model, and are willing to support the continuation of the new teaching model in the future semesters.