# Practice and Research of Blended Learning Model Guided by Deep Learning Model

Authors: Fan Yang; Yutai Rao
Journal: Mathematical Problems in Engineering
 (2022)

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## Abstract

An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study was proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums. In the context of the rapid development of Internet + education, big data information technology, and the accelerated promotion of education informatization by the Ministry of Education, this paper studies how to use the blended learning model to achieve the deep integration of information technology and classroom teaching through the innovative form of “microlesson and flipped classroom,” so as to improve students’ independent learning ability. Taking the university course of dynamic web design as an example, this course aims to achieve the teaching objectives of this course by using a deep learning model to guide the deep integration of information technology and classroom in a blended learning mode.


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## Body

## 1. Introduction

The rapid development of information technology has brought new development opportunities for teaching informatization [1]. The Chinese government’s work report proposes to “formulate an “Internet +” action plan and promote the rapid development of the mobile Internet, cloud computing, big data, and the Internet of Things ......,” and the main points of the work of the Ministry of Education’s also mention “speeding up the informatization of education” [2–4]. This has led to a deeper integration of information technology and classroom teaching. However, there is a one-sided or even wrong understanding among teachers, who think that as long as they apply multimedia or courseware in the classroom, they are integrating information technology with classroom teaching, so the integration of information technology with classroom teaching stays at the primary level [5–8].University education is the key to higher education teaching and is an important reflection of the quality and level of talent cultivation in universities as well as the core of talent cultivation [9]. However, the inquisitive scientific literacy of our university students is relatively lacking, and this literacy is precisely the important source for the formation of university students’ ability to analyse problems, solve them, and think critically [10–12]. This literacy is indispensable for the future entrepreneurship and innovation of university students, and these also prompt us to carry out teaching reforms [13].Information technology is beginning to be used in all areas of education, providing convenient and effective teaching aid to better achieve subject teaching objectives [5]. It provides a convenient and effective teaching aid to better achieve the teaching objectives of the subject. The majority of teaching activities are now based on information technology, and the scope of its use in the scope of application of information technology in teaching is expanding [6]. At present, research on the integration of information technology and the teaching of Civic studies in colleges and universities has been conducted at home and abroad, and certain progress has been made, which can serve as a reference for further research. However, the current research on the integration of the two has not been analyzed in-depth from the nature of the curriculum of the college Civics course, and there is no real in-depth integration between the teaching of the college Civics course and information technology in the content.In recent years, more and more online education and large-scale open network courses have emerged in China, and the combination of various teaching methods such as flipped classroom, catechism, and microlesson has been widely popularized, which makes information technology gain a broader application space and development opportunities in the field of education [14]. However, there is a one-sided or even wrong understanding among teachers, who think that as long as they apply multimedia or courseware in the classroom, they are integrating IT with the curriculum, which makes the integration of IT with the curriculum stay at the most elementary level [15].Professor He Keban points out that the implementation of the deep integration of information technology and classroom teaching requires a deep understanding of the specific content of the structural changes in classroom teaching, the implementation of teaching models that can effectively change the structure of classroom teaching, on the basis of fundamental changes in the structure of classroom teaching to achieve a significant improvement in the quality of subject teaching and the overall quality of students [16–19]. In this paper, we adopt a deep blended learning model of “learning,” and use the innovative form of “microlesson and flipped classroom” to realise the deep integration of information technology and classroom teaching. In this paper, we will adopt a deep blended learning model of “learning” and “learning,” through the innovative form of “microlesson and flipped classroom,” to realise the deep integration of information technology and classroom teaching, and improve students’ independent learning ability and their scientific literacy in the spirit of exploration [20].


## 2. Blended Learning Model

A blended learning model is simply a combination of traditional learning styles andE learning, with the teacher playing a leading role in guiding, inspiring, and managing classroom teaching and learning, and with the student as the main subject [21–24]. Blended learning is a very effective mode of teaching and learning, but another phenomenon is that we rarely see examples of successful blended learning. Either the form of blended learning is relatively simple and does not achieve good results, or the blended approach tends to be more complex, making it difficult to carry out the teaching process [25]. The reasons for these phenomena are mainly due to the fact that many teachers do not have a deeper understanding of the blended education model and do not grasp the key points of the blended learning model, which is generally limited to the blending of online learning with traditional learning, and is understood at a lower level, so it is difficult to bring out the advantages of the blended learning model [26].Blended learning consists of several levels of application, the third of which is the blending of learning and learning. “A deeper blend of learning and learning is what blended learning is really all about [27]. Generally speaking, we only compare “learning” to studying, but in practice we always ignore “learning,” and most teaching processes or e-learning are limited to “learning.” Most teaching and learning processes or e-learning are limited to the level of ‘learning,’ but do not reach a deeper level of learning and learning in a mixed mode [28].


## 3. Innovative Forms of Teaching

In the context of the teaching concept of deep integration of information technology and university teaching, a deep “learning” and “learning” hybrid learning model combining microlesson and flipped classroom is proposed, which helps to promote further reform of the teaching model and enhance students’ independent learning ability and exploration spirit.


### 3.1. Teaching Methods

The “teaching carrier” has changed. In traditional classroom teaching, the process of transferring professional skills and knowledge is mainly achieved through the teacher’s lectures in the classroom, and the understanding and digestion of professional knowledge are mainly achieved by students through after-class assignments and exercises. In the combination of microlesson and flipped classroom, this form of teaching is greatly changed. The transfer of knowledge and skills is mainly achieved before class through new media such as network technology and mobile terminals, while the understanding and digestion of knowledge is completed in class through the teacher’s Q&A (question and answer) and cooperation among students. In the implementation of the microlesson, students are allowed to learn the important and difficult points of teaching through the microlesson first, and then master and internalise the knowledge in the classroom through the teacher’s guidance and students’ collaboration, realising the classroom flip of learning before teaching.


### 3.2. Innovative Teaching Formats

An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study, is proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums, which will not be limited to the traditional classroom lecture format but will enable deeper development of teacher-student discussions, student discussions, and student independent learning, thus achieving a deeper level of “learning” and “learning.”


### 3.3. Innovations in Appraisal and Evaluation Methods

The rapid development of information technology has led to significant changes in examinations and assessment. The traditional assessment and evaluation method of a final exam has resulted in incomplete and somewhat delayed assessment of students’ learning knowledge. With mobile learning, a staged form of assessment can be used. A combination of staged and task-based assessment can also be used. Three or five students are divided into a learning team, and the project is required to be realised within a specified time frame and to achieve the expected results. The knowledge learnt can be used in an integrated way, with team members designing and implementing the project, and the team completing the project, with assessment marks given through the project and the implementation process. It is also possible to incorporate a combination of mutual assessment among students and teacher evaluation to achieve a multifaceted and comprehensive assessment of students’ learning outcomes.


## 3.1. Teaching Methods

The “teaching carrier” has changed. In traditional classroom teaching, the process of transferring professional skills and knowledge is mainly achieved through the teacher’s lectures in the classroom, and the understanding and digestion of professional knowledge are mainly achieved by students through after-class assignments and exercises. In the combination of microlesson and flipped classroom, this form of teaching is greatly changed. The transfer of knowledge and skills is mainly achieved before class through new media such as network technology and mobile terminals, while the understanding and digestion of knowledge is completed in class through the teacher’s Q&A (question and answer) and cooperation among students. In the implementation of the microlesson, students are allowed to learn the important and difficult points of teaching through the microlesson first, and then master and internalise the knowledge in the classroom through the teacher’s guidance and students’ collaboration, realising the classroom flip of learning before teaching.


## 3.2. Innovative Teaching Formats

An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study, is proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums, which will not be limited to the traditional classroom lecture format but will enable deeper development of teacher-student discussions, student discussions, and student independent learning, thus achieving a deeper level of “learning” and “learning.”


## 3.3. Innovations in Appraisal and Evaluation Methods

The rapid development of information technology has led to significant changes in examinations and assessment. The traditional assessment and evaluation method of a final exam has resulted in incomplete and somewhat delayed assessment of students’ learning knowledge. With mobile learning, a staged form of assessment can be used. A combination of staged and task-based assessment can also be used. Three or five students are divided into a learning team, and the project is required to be realised within a specified time frame and to achieve the expected results. The knowledge learnt can be used in an integrated way, with team members designing and implementing the project, and the team completing the project, with assessment marks given through the project and the implementation process. It is also possible to incorporate a combination of mutual assessment among students and teacher evaluation to achieve a multifaceted and comprehensive assessment of students’ learning outcomes.


## 4. Key Perspectives on Blended Learning

The current understanding of blended learning has resulted indifferent definitions depending on the way in which “blended” is used (online and offline learning; synchronous and asynchronous learning); integration of learning resources (traditional and networked or digital media resources); integration of learning participants (learners, teachers, experts, and networked computers); etc. The aim of this integration is to ‘draw on the strengths of all’ and to complement each other to achieve effective learning for learners. However, overgeneralised definitions tend to lose the inherent character of ‘blending’ and its practical implications. In summarising the new stage of development of China’s education informatisation, Mr. Nan Guonong, a renowned expert in education technology, took the theory of blended learning as the leading theory in the further development stage of China’s education informatisation, with the basic idea that “the best learning effect can be achieved by combining the advantages of traditional learning methods with those of digital learning so that the advantages of both can complement each other.” Moskal et al. [6] define blended learning as “a combination of face-to-face instruction with online learning.”In this study, the blended learning model is used as a guiding theory for constructing a learning system framework, and the deeper learning cycle (DELC) proposed by Eric Jensen and LeAnn Nickelsen (shown in Figure1) is used as a practical guide for the implementation of blended learning, aiming to combine traditional teaching and online teaching in a rational way so as to promote effective learning and achieve the purpose of deep learning.Figure 1
DELC deep learning route.


## 5. Take the Course “Dynamic Web Design” as an Example

I have taught the dynamic web design course at university for many years and have accumulated a wealth of teaching experience. I have explored the teaching format of “microlearning and flipped classroom” in the Dynamic Web Design course. The teacher records and edits the course video in advance and puts it on the learning resources. Students are encouraged to study in advance through the Internet and other new media after class and can also communicate with the teacher and discuss and communicate with each other through the Internet. In the classroom, the teacher mainly answers students’ questions to achieve a student-centred approach and to highlight the characteristics of personalised tutorials.The course will also set the task of implementing a website, allowing students to find a team (3–6 people) in the class freely and communicate with the team members through the online platform as well as communicating with the teacher online about the task, which greatly enhances students’ enthusiasm to participate in the task and is also a good way for students to grasp the knowledge in an integrated way.By comparing the results of the summative tests of this course in the Computer Network Technology major in years 14 and 15 of the school, the blended learning mode is effective in practical teaching. The course, Dynamic Web Design, is very hands-on, and the blended learning is effective in developing operational skills and overall competencies.


### 5.1. System Testing and Analysis of Results

The system can easily be built and deployed in minutes with a complete online evaluation system by distributing Docker Mirror and Docker Compose deployment profiles. By further extending this, a highly available solution can be implemented for the entire system, with a cluster structure in a highly available state, as shown in Figure2. On the other hand, with the introduction of Continuous Integration (CI), any changes to the system source code are fed back into the image in real time, and when the version is tested and stable with few bugs, a new version can be released directly, truly automating the deployment and making it easy for users to test or update the system [29].Figure 2
High availability implementation plan.


### 5.2. Stress Test Results

The stress test for this evaluation system is for data from 5 000 people online at the same time. The system was deployed on the same server. As shown in Figure3, when deployed on a single machine, the system was able to support more than 5,000 people online at the same time and completed 250,000 requests in 2 minutes, and due to the increasing number of people, it is known that the system carried more user requests in the final phase than in the pretest period [30].Figure 3
“Thousand Practices 2.0” system performance test.The topic described has been presented comprehensively. The different figures, diagrams, tables, and schemes have facilitated the reader’s understanding of the document. Regarding the results, to assess these statistical data, it is necessary to know details related to the trial and the sample size.Compared to the traditionally used online assessment system, this system separates test maintenance and assessment from the overall system, making it a new, almost completely independent system. The independent maintenance of test questions brings a higher level of security. It is well known that the least expensive solution to achieving a fully secure computer system is to take computers containing confidential information offline. By making test maintenance and evaluation independent, the system allows users to use a separate instance of Problem CI when creating questions, and then access the public “Thousand Practices” system when it comes to the actual competition, with no degradation to the end user experience of the platform [31].In terms of their understanding of blended learning, blended learning is a combination of traditional face-to-face teaching and digital learning, but this combination is not a mechanical superimposition of learning styles, but a rational product of the process of informatization in education, a new way of learning that emerges from reflecting on the application of learning theories and technologies when attempts to reform or replace traditional classroom teaching with E-learning are not as effective as they could be. It is a new way of learning that emerges when people try to reform or replace traditional classroom teaching with E-learning, reflecting on the way in which learning theories and technologies are applied, and bringing back traditional classroom teaching to complement the strengths of E-learning. It emphasises the integration of teaching-centred and student-centred teaching modes, and focuses on effective communication between teachers and students in the classroom and the self-construction of the content learned in online learning. It no longer places one-sided emphasis on the role of the online learning environment at the expense of classroom teaching, on student-centredness at the expense of the teacher’s leading role, on constructivism at the expense of the guiding role of other learning theories, or on the application of online resources at the expense of the role of traditional media.As shown in Figure4, different students learn effectively under blended learning. Many existing open source online assessment systems lack an easy-to-use question generation aid, and in order to generate questions, teachers often need complex command line operations, which are not very user-friendly for nonexpert operators and pose problems of misuse. While other systems often require users to understand the details of the system’s assessment specifications, Problem CI’s question editor offers the ability to perform complex operations, but for most questions, the user does not need to have any knowledge of the assessment principles and only needs to upload data, select a comparator, set a time limit, write a question, and other necessary operations to construct a legitimate question. The easy management of test questions facilitates the use of teachers and also allows students to use them for daily self-training and testing. The two main functions of the teaching aid system, “teaching” and “learning,” are truly realised.Figure 4
Student learning intensity for different blended learning.


## 5.1. System Testing and Analysis of Results

The system can easily be built and deployed in minutes with a complete online evaluation system by distributing Docker Mirror and Docker Compose deployment profiles. By further extending this, a highly available solution can be implemented for the entire system, with a cluster structure in a highly available state, as shown in Figure2. On the other hand, with the introduction of Continuous Integration (CI), any changes to the system source code are fed back into the image in real time, and when the version is tested and stable with few bugs, a new version can be released directly, truly automating the deployment and making it easy for users to test or update the system [29].Figure 2
High availability implementation plan.


## 5.2. Stress Test Results

The stress test for this evaluation system is for data from 5 000 people online at the same time. The system was deployed on the same server. As shown in Figure3, when deployed on a single machine, the system was able to support more than 5,000 people online at the same time and completed 250,000 requests in 2 minutes, and due to the increasing number of people, it is known that the system carried more user requests in the final phase than in the pretest period [30].Figure 3
“Thousand Practices 2.0” system performance test.The topic described has been presented comprehensively. The different figures, diagrams, tables, and schemes have facilitated the reader’s understanding of the document. Regarding the results, to assess these statistical data, it is necessary to know details related to the trial and the sample size.Compared to the traditionally used online assessment system, this system separates test maintenance and assessment from the overall system, making it a new, almost completely independent system. The independent maintenance of test questions brings a higher level of security. It is well known that the least expensive solution to achieving a fully secure computer system is to take computers containing confidential information offline. By making test maintenance and evaluation independent, the system allows users to use a separate instance of Problem CI when creating questions, and then access the public “Thousand Practices” system when it comes to the actual competition, with no degradation to the end user experience of the platform [31].In terms of their understanding of blended learning, blended learning is a combination of traditional face-to-face teaching and digital learning, but this combination is not a mechanical superimposition of learning styles, but a rational product of the process of informatization in education, a new way of learning that emerges from reflecting on the application of learning theories and technologies when attempts to reform or replace traditional classroom teaching with E-learning are not as effective as they could be. It is a new way of learning that emerges when people try to reform or replace traditional classroom teaching with E-learning, reflecting on the way in which learning theories and technologies are applied, and bringing back traditional classroom teaching to complement the strengths of E-learning. It emphasises the integration of teaching-centred and student-centred teaching modes, and focuses on effective communication between teachers and students in the classroom and the self-construction of the content learned in online learning. It no longer places one-sided emphasis on the role of the online learning environment at the expense of classroom teaching, on student-centredness at the expense of the teacher’s leading role, on constructivism at the expense of the guiding role of other learning theories, or on the application of online resources at the expense of the role of traditional media.As shown in Figure4, different students learn effectively under blended learning. Many existing open source online assessment systems lack an easy-to-use question generation aid, and in order to generate questions, teachers often need complex command line operations, which are not very user-friendly for nonexpert operators and pose problems of misuse. While other systems often require users to understand the details of the system’s assessment specifications, Problem CI’s question editor offers the ability to perform complex operations, but for most questions, the user does not need to have any knowledge of the assessment principles and only needs to upload data, select a comparator, set a time limit, write a question, and other necessary operations to construct a legitimate question. The easy management of test questions facilitates the use of teachers and also allows students to use them for daily self-training and testing. The two main functions of the teaching aid system, “teaching” and “learning,” are truly realised.Figure 4
Student learning intensity for different blended learning.


## 6. Conclusions

Blended learning mode, in fact, does not have a standard definition, whether it is the use of MOOC, or big data analysis technology or even just the teacher with students in online case discussions, as long as the teaching methods can make full use of the Internet and play with imagination are all blended.In this paper, good results have been achieved by applying it in the Dynamic Web Design course to enhance student learning. It shows that the deep integration of information technology and classroom teaching based on a deep blended learning model has implementable feasibility, using a combination of microlessons and flipped classrooms, using the concept of blended teaching, to achieve the purpose of optimising teaching content, teaching format, and teaching mode. In the future, this model will be further applied in a number of courses to further explore this topic.



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