# Blended Teaching Mode of Higher Vocational English Based on MOOC+SPOC

Authors: Xuyan Qiu
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

Under the wave of education informatization in the past six years, the rapid development of MOOC has greatly promoted the fairness of education and improved the quality of education. However, in the actual English writing learning process, the traditional MOOC mode still has many shortcomings. Based on this, this paper proposes a research on the MOOC+SPOC hybrid higher vocational English teaching mode, by combining the advantages of MOOC and SPOC to improve the shortcomings of the existing online teaching mode. Through the analysis of basic theoretical research, this paper believes that MOOC has the advantages of openness, massive resources, and personalized learning, and the combination with SPOC can fully make up for the deficiencies in teaching evaluation and learning assessment in MOOC mode. Based on the above theories, this paper proposes a reform method of college English writing teaching mode based on MOOC+SPOC. The core of the reform method of the mode is to establish a new teaching goal. The new teaching goal is divided into four systems, which can cultivate students’ learning ability from different dimensions. In the teaching process, the utilization rate of learning resources is improved, and the interaction and feedback mechanism are improved. In order to verify the actual effect of MOOC+SPOC mixed higher vocational English teaching mode, this paper establishes a number of surveys including the investigation and analysis of knowledge internalization and the investigation of improving English writing level. By analyzing the survey data, it can be shown that the methods of this article can be effectively used to enhance students’ learning effectiveness and significantly increase their learning ability and interest in learning.


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## Body

## 1. Introduction

Since 2011, the MOOC courses launched by Stanford University and other top international universities have attracted more than 18.5 million people. MOOC has attracted worldwide attention and promotion. Emerge in an endless stream of “Internet plus” new formats, Premier Li Keqiang said at the Davos forum in 2017. However, in practice, it also gradually exposed some disadvantages of rapid development: it contains a variety of teaching resources; however, due to the large scale of teaching and the large number of students, the interactive process of teaching and learning cannot achieve good results. Therefore, with the development of the times, a new form of education, SPOC, has emerged. Its most important feature is that it focuses more on all aspects of intellectual interaction. With the integration of SPOC and MOOC, a new MOOC+SPOC hybrid teaching mode has emerged. “MOOC+SPOC” effectively reflects teachers’ teaching of knowledge and thinking, while physical classroom effectively increases the interaction between students and students and between teachers and students and promotes students’ initiative in learning and practice.Currently, three major problems exist in higher education reform. One is how to innovate the curriculum. Although some college teachers can reform and innovate the curriculum, not every teacher can achieve the innovation of the curriculum. In view of this problem, teachers can use the teaching content and assessment method of MOOC innovation course to carry out teaching practice. Second, there are differences in student base. We can use MOOC’s high-quality resources to deal with SPOC differently to meet the needs of different students’ learning objectives and provide different levels of learning content. Third, students lack of autonomous learning ability and learning motivation. Combined with the advantages of MOOC and SPOC and hybrid teaching, we carry out teaching activities and carry out online autonomous learning. In the classroom, teachers guide students to actively participate discussion. Students’ independent learning ability, study efficiency, and motivation are improved through participatory and discussion-based teaching. It is necessary to explore the fusion of IT and classroom education, promote the integration of education and IT, drive the modernization of education, and effectively advance the process of “Internet + education.” This paper carries out teaching practice by using the “MOOC+SPOC” teaching mode constructed by specific courses and provides a wealth of learning activity materials and course teaching materials for the course using the “MOOC+SPOC” teaching mode. It has a certain reference value for teachers to broaden their teaching ideas and choose teaching methods in teaching activities in the future.Firstly, this paper studies the core concepts of MOOC and SPOC and analyzes the differences and relations between MOOC and SPOC. Through analysis, this paper argues that the emergence of MOOC has promoted the rapid popularization of Internet plus learning in China and has changed the teaching mode of traditional universities. However, MOOC still has some problems in the actual teaching process, such as the unsatisfactory learning effect, and the emergence of SPOC just makes up for the deficiency. The new MOOC+SPOC hybrid teaching mode proposed in this paper can achieve the effect of one plus one greater than two, so that the advantages and disadvantages of MOOC and SPOC are complementary. Then, according to the problems existing in teaching practice, the reform method of higher vocational English mixed teaching mode based on MOOC+SPOC is established. The design of this method covers the basic principles, teaching management, teaching process, and the final policy support. In the teaching process, we have implanted a new concept of learning tasks and make full use of the advantages of network learning to select the learning resources suitable for the subject, which can correctly guide students to learn and at the same time play a role in cultivating students’ learning ability. This paper introduces the reform method of MOOC+SPOC new hybrid teaching mode in detail. Finally, in order to verify the actual effect of the reform program, this paper carried out a study on the learning effect of 100 students in the form of questionnaire survey and communication. Through the analysis of the survey results, we can see that the mixed teaching mode of higher vocational English based on MOOC+SPOC can effectively improve students’ enthusiasm for learning and play a good auxiliary role in improving students’ English writing ability [1–3].The innovations of this paper are as follows: (1) The basic theory and core concepts of MOOC and SPOC are analyzed and introduced. (2) The reform method of higher vocational English teaching mode based on MOOC+SPOC is emphatically expounded. (3) The application effect of MOOC+SPOC teaching mode was investigated and analyzed.


## 2. Basic Theory and Core Concepts of MOOC and SPOC

### 2.1. MOOC

Large-scale open online courses, referred to as MOOCs, are online classes aimed at the general public. People can learn online classes through the Internet. MOOC is the latest development in distance education, which is a form of open educational resources developed. MOOC has the characteristics of large-scale, openness, networking, personalization, and participation. Large-scale features are reflected in the number of participants, massive learning data, and so on. The amount of students participating in a MOOC course at the same time may amount to tens or even hundreds of thousands compared to the number of students in a traditional course. Openness is the essential feature of the Internet, and the openness of MOOC is the extension of the openness of the Internet, which is reflected in the following aspects. First of all, compared with traditional classroom teaching, learners are not limited by time and space, and they can participate in course learning at any time and place through mobile learning terminal. When to learn and what to learn is completely controlled by students themselves, which breaks the space-time limit of traditional classroom. MOOC can then offer free courses and services to learners around the world. The network is mainly reflected in the following aspects. First, the learning environment is networked. MOOC course content and learning resources are transmitted and generated through the network. Teachers and students also conduct online teaching and learning activities through online learning support tools. MOOC can be regarded as a distributed knowledge base system with teachers, learners, learning resources, and learning tools as nodes. Knowledge network and fragmented knowledge are distributed in each node of the network. Compared with traditional courses, MOOC pays more attention to the realization of learners’ personalized learning. Learners can freely choose the courses and contents they want to learn according to their learning needs and interests. Maybe they are only interested in one chapter of the course, which is entirely up to the learners themselves. Thirdly, MOOC platform can recommend the content that learners may be interested in and learning resources in accordance with the learners’ cognitive rules according to their learning behaviors and characteristics, which is more conducive to learners’ personalized learning [4–6]. Large-scale open online courses have successfully achieved a high-end knowledge exchange. It can be applied to specialist training, interdisciplinary learning, and special education learning models—information on any type of learning can be disseminated through the web. And online classes can bring you many benefits. Let everyone have free access to resources from prestigious universities and learn from anywhere and on any device. This is the value of MOOCs.


### 2.2. SPOC

The current SPOC teaching cases are mainly set up for two types of learners, college students and students in school. The former is a blended learning model that combines classroom teaching and online teaching. It uses highly targeted online teaching resources, such as MOOC videos, to implement flipped classroom teaching in university campus classrooms. Compared with MOOC, SPOC is only for specific groups. SPOC and MOOC are online courses with the same attributes as MOOC. A large number of MOOC resources can be found in SPOC. SPOC has certain limitations, which leads to the “privatization” characteristics in the teaching process of SPOC. This kind of “privatization” is reflected in the course which is only open to one class or group. Teachers can be more standardized in the process of teaching management and give more targeted guidance to students. During the course of study, students could see both MOOC and SPOC content. They can not only participate in the discussion and exchange of MOOC courses but also get the guidance of MOOC teachers. You can also participate in the discussion and exchange of SPOC courses, so as to get the guidance of our teachers, answer questions, and solve doubts. There are several advantages in using SPOC to assist school teaching.


#### 2.2.1. Integrate Teaching Resources

There are great differences of the teaching objectives in different levels of colleges and universities [7, 8]. In different object-oriented, we need to consider many factors when selecting digital resources. In different teaching stages, we are also faced with different levels of resource selection; SPOC can effectively collect different levels of teaching resources.


#### 2.2.2. Teaching Data Collection

In traditional classroom teaching, teachers usually collect and evaluate students’ learning data through attendance, homework, and examination. In SPOC teaching, teachers need the support of teaching platform. With the support of the platform, teachers can monitor and track students’ learning data in real time.


#### 2.2.3. The Diversity of Teaching Methods

In the teaching work, teachers need to involve many aspects, such as personalized teaching and process evaluation, and pay attention to students’ learning dynamics and so on. The use of SPOC can effectively support the work of teachers. Through the function of the platform, data can be collected and collated automatically, and the results can be evaluated automatically. It saves time and human resources to a great extent. Teachers have enough time and energy to carry out other teaching activities [9–11].


### 2.3. Relationship and Difference between SPOC and MOOC

#### 2.3.1. The Relationship between SPOC and MOOC

The SPOC course is that applicants who meet the requirements can be included in the SPOC course. MOOC is a large-scale open online course. The course refers to the total number of subjects that school students should study and its process and arrangement.(1)
SPOC originated from MOOC. The purpose of SPOC is to solve the “two rate paradox” of high registration rate and low completion rate, the sustainability problem caused by high cost, and the lack of teachers’ role. SPOC solves these problems by restricting access, reducing the size of students, and increasing the role of teachers. Therefore, SPOC is a branch of MOOC(2)
SPOC and MOOC are mutually beneficial. Before the large-scale opening, MOOC can improve the quality of SPOC local small-scale experiments, so as to reduce the risk of curriculum operation


#### 2.3.2. The Difference between SPOC and MOOC

(1)
Different Educational Concepts. MOOC embodies the concept of open education, that is, knowledge should be freely shared, and the desire to learn should be satisfied, free from the restrictions of population, economy, and region.(2)
If MOOC is defined as a broad-based group, SPOC is a more focused group(3)
The teaching process is different. Based on MOOC, SPOC limits the teaching objects, improves the degree of guidance, increases the proportion of offline teaching, and improves the credit. In particular, SPOC transforms static instructional design into dynamic instructional design, which requires teachers to dynamically design the next teaching resource according to students’ learning situation [12–15]


### 2.4. Origin and Concept of Blended Learning

Blended learning originated in the United States, and Western countries used to call it “blended learning” from the perspective of learners. However, blended teaching is different from blended learning. Blended teaching is a kind of teaching mode under the guidance of blended learning concept. The ultimate purpose of developing blended teaching is not to use online platforms, not to build digital teaching resources, nor to carry out innovative teaching activities, but to effectively improve the depth of learning for most students. It is to implement teaching activities by selecting appropriate learning resources, learning environment, using appropriate teaching methods, and teaching media according to the teaching situation in the teaching process. In 1999, the concept of blended teaching was first proposed at the online conference in California, USA, and has been widely used in the world. The limitations of blended teaching are increasingly prominent, which promotes the rapid development of blended learning. In the United States, 93% of large enterprises have adopted or started to use the concept of blended teaching for enterprise training. With the rapid development of education informatization, the concept of online and offline mixed training has been gradually introduced into teaching activities and has attracted the attention of educators. At present, there are many views on the concept of blended learning. After long-term research, educational experts have put forward different concepts from different angles, but there is no clear and authoritative definition [16–18]. At the same time, blended learning also has many challenges: it is difficult for educational decision makers to choose a blended learning model, teachers’ own limited ability to carry out blended teaching, the difficulty in determining the proportion of face-to-face teaching and online learning, and the difficulty in grasping the class size in each mode of blended learning.


### 2.5. Teaching Model

The English word “model” is the source of teaching mode. The reason why this word appears in the field of education is attributed to Americans like Joyce. In the book “contemporary western teaching model,” they have carried out in-depth and detailed research on teaching mode. This paper mainly discusses the basic purpose of teaching, various teaching strategies, curriculum design methods, and teaching materials teachers often face. In addition, a series of theoretical research on the relationship between society and psychology has been carried out, and finally, the behavior model of teachers has been obtained. It can be divided into four modes: (1) simple information processing, (2) human development, (3) social interaction, and (4) behavior modification. Domestic scholars have put forward different definitions of teaching mode from different angles, but according to its nature, it can be divided into two categories: one is classified teaching mode, belonging to teaching process; the second is classified teaching mode, belonging to teaching structure [19, 20].


### 2.6. Concept of SPOC+MOOC Mixed Teaching Mode

Blended learning is a new teaching mode combining the advantages of traditional teaching mode and network teaching mode. The combination of SPOC and traditional teaching mode changes the traditional “listening and answering” into “classroom discussion and online learning,” which is the combination of classroom teaching and online teaching. The specific contents of SPOC+MOOC teaching mode are as follows: students participate in the teaching tasks arranged by teachers every week on the MOOC platform of our school, log in to watch teaching videos, browse learning materials, practice, and participate in discussion. Teachers can conduct personal guidance and problem solving on the platform teachers through the official account of discussion class or WeChat rain classroom. After the end of each teaching module, students can log in to the student terminal examination system of the computer room for multiple exercises. In the classroom, the teacher explains and answers the problems existing in students’ learning on the MOOC platform, explains the key points and difficulties according to the students’ learning situation, and conducts stage tests in the classroom to ensure the authenticity of students’ usual scores [14, 21, 22].


## 2.1. MOOC

Large-scale open online courses, referred to as MOOCs, are online classes aimed at the general public. People can learn online classes through the Internet. MOOC is the latest development in distance education, which is a form of open educational resources developed. MOOC has the characteristics of large-scale, openness, networking, personalization, and participation. Large-scale features are reflected in the number of participants, massive learning data, and so on. The amount of students participating in a MOOC course at the same time may amount to tens or even hundreds of thousands compared to the number of students in a traditional course. Openness is the essential feature of the Internet, and the openness of MOOC is the extension of the openness of the Internet, which is reflected in the following aspects. First of all, compared with traditional classroom teaching, learners are not limited by time and space, and they can participate in course learning at any time and place through mobile learning terminal. When to learn and what to learn is completely controlled by students themselves, which breaks the space-time limit of traditional classroom. MOOC can then offer free courses and services to learners around the world. The network is mainly reflected in the following aspects. First, the learning environment is networked. MOOC course content and learning resources are transmitted and generated through the network. Teachers and students also conduct online teaching and learning activities through online learning support tools. MOOC can be regarded as a distributed knowledge base system with teachers, learners, learning resources, and learning tools as nodes. Knowledge network and fragmented knowledge are distributed in each node of the network. Compared with traditional courses, MOOC pays more attention to the realization of learners’ personalized learning. Learners can freely choose the courses and contents they want to learn according to their learning needs and interests. Maybe they are only interested in one chapter of the course, which is entirely up to the learners themselves. Thirdly, MOOC platform can recommend the content that learners may be interested in and learning resources in accordance with the learners’ cognitive rules according to their learning behaviors and characteristics, which is more conducive to learners’ personalized learning [4–6]. Large-scale open online courses have successfully achieved a high-end knowledge exchange. It can be applied to specialist training, interdisciplinary learning, and special education learning models—information on any type of learning can be disseminated through the web. And online classes can bring you many benefits. Let everyone have free access to resources from prestigious universities and learn from anywhere and on any device. This is the value of MOOCs.


## 2.2. SPOC

The current SPOC teaching cases are mainly set up for two types of learners, college students and students in school. The former is a blended learning model that combines classroom teaching and online teaching. It uses highly targeted online teaching resources, such as MOOC videos, to implement flipped classroom teaching in university campus classrooms. Compared with MOOC, SPOC is only for specific groups. SPOC and MOOC are online courses with the same attributes as MOOC. A large number of MOOC resources can be found in SPOC. SPOC has certain limitations, which leads to the “privatization” characteristics in the teaching process of SPOC. This kind of “privatization” is reflected in the course which is only open to one class or group. Teachers can be more standardized in the process of teaching management and give more targeted guidance to students. During the course of study, students could see both MOOC and SPOC content. They can not only participate in the discussion and exchange of MOOC courses but also get the guidance of MOOC teachers. You can also participate in the discussion and exchange of SPOC courses, so as to get the guidance of our teachers, answer questions, and solve doubts. There are several advantages in using SPOC to assist school teaching.


### 2.2.1. Integrate Teaching Resources

There are great differences of the teaching objectives in different levels of colleges and universities [7, 8]. In different object-oriented, we need to consider many factors when selecting digital resources. In different teaching stages, we are also faced with different levels of resource selection; SPOC can effectively collect different levels of teaching resources.


### 2.2.2. Teaching Data Collection

In traditional classroom teaching, teachers usually collect and evaluate students’ learning data through attendance, homework, and examination. In SPOC teaching, teachers need the support of teaching platform. With the support of the platform, teachers can monitor and track students’ learning data in real time.


### 2.2.3. The Diversity of Teaching Methods

In the teaching work, teachers need to involve many aspects, such as personalized teaching and process evaluation, and pay attention to students’ learning dynamics and so on. The use of SPOC can effectively support the work of teachers. Through the function of the platform, data can be collected and collated automatically, and the results can be evaluated automatically. It saves time and human resources to a great extent. Teachers have enough time and energy to carry out other teaching activities [9–11].


## 2.2.1. Integrate Teaching Resources

There are great differences of the teaching objectives in different levels of colleges and universities [7, 8]. In different object-oriented, we need to consider many factors when selecting digital resources. In different teaching stages, we are also faced with different levels of resource selection; SPOC can effectively collect different levels of teaching resources.


## 2.2.2. Teaching Data Collection

In traditional classroom teaching, teachers usually collect and evaluate students’ learning data through attendance, homework, and examination. In SPOC teaching, teachers need the support of teaching platform. With the support of the platform, teachers can monitor and track students’ learning data in real time.


## 2.2.3. The Diversity of Teaching Methods

In the teaching work, teachers need to involve many aspects, such as personalized teaching and process evaluation, and pay attention to students’ learning dynamics and so on. The use of SPOC can effectively support the work of teachers. Through the function of the platform, data can be collected and collated automatically, and the results can be evaluated automatically. It saves time and human resources to a great extent. Teachers have enough time and energy to carry out other teaching activities [9–11].


## 2.3. Relationship and Difference between SPOC and MOOC

### 2.3.1. The Relationship between SPOC and MOOC

The SPOC course is that applicants who meet the requirements can be included in the SPOC course. MOOC is a large-scale open online course. The course refers to the total number of subjects that school students should study and its process and arrangement.(1)
SPOC originated from MOOC. The purpose of SPOC is to solve the “two rate paradox” of high registration rate and low completion rate, the sustainability problem caused by high cost, and the lack of teachers’ role. SPOC solves these problems by restricting access, reducing the size of students, and increasing the role of teachers. Therefore, SPOC is a branch of MOOC(2)
SPOC and MOOC are mutually beneficial. Before the large-scale opening, MOOC can improve the quality of SPOC local small-scale experiments, so as to reduce the risk of curriculum operation


### 2.3.2. The Difference between SPOC and MOOC

(1)
Different Educational Concepts. MOOC embodies the concept of open education, that is, knowledge should be freely shared, and the desire to learn should be satisfied, free from the restrictions of population, economy, and region.(2)
If MOOC is defined as a broad-based group, SPOC is a more focused group(3)
The teaching process is different. Based on MOOC, SPOC limits the teaching objects, improves the degree of guidance, increases the proportion of offline teaching, and improves the credit. In particular, SPOC transforms static instructional design into dynamic instructional design, which requires teachers to dynamically design the next teaching resource according to students’ learning situation [12–15]


## 2.3.1. The Relationship between SPOC and MOOC

The SPOC course is that applicants who meet the requirements can be included in the SPOC course. MOOC is a large-scale open online course. The course refers to the total number of subjects that school students should study and its process and arrangement.(1)
SPOC originated from MOOC. The purpose of SPOC is to solve the “two rate paradox” of high registration rate and low completion rate, the sustainability problem caused by high cost, and the lack of teachers’ role. SPOC solves these problems by restricting access, reducing the size of students, and increasing the role of teachers. Therefore, SPOC is a branch of MOOC(2)
SPOC and MOOC are mutually beneficial. Before the large-scale opening, MOOC can improve the quality of SPOC local small-scale experiments, so as to reduce the risk of curriculum operation


## 2.3.2. The Difference between SPOC and MOOC

(1)
Different Educational Concepts. MOOC embodies the concept of open education, that is, knowledge should be freely shared, and the desire to learn should be satisfied, free from the restrictions of population, economy, and region.(2)
If MOOC is defined as a broad-based group, SPOC is a more focused group(3)
The teaching process is different. Based on MOOC, SPOC limits the teaching objects, improves the degree of guidance, increases the proportion of offline teaching, and improves the credit. In particular, SPOC transforms static instructional design into dynamic instructional design, which requires teachers to dynamically design the next teaching resource according to students’ learning situation [12–15]


## 2.4. Origin and Concept of Blended Learning

Blended learning originated in the United States, and Western countries used to call it “blended learning” from the perspective of learners. However, blended teaching is different from blended learning. Blended teaching is a kind of teaching mode under the guidance of blended learning concept. The ultimate purpose of developing blended teaching is not to use online platforms, not to build digital teaching resources, nor to carry out innovative teaching activities, but to effectively improve the depth of learning for most students. It is to implement teaching activities by selecting appropriate learning resources, learning environment, using appropriate teaching methods, and teaching media according to the teaching situation in the teaching process. In 1999, the concept of blended teaching was first proposed at the online conference in California, USA, and has been widely used in the world. The limitations of blended teaching are increasingly prominent, which promotes the rapid development of blended learning. In the United States, 93% of large enterprises have adopted or started to use the concept of blended teaching for enterprise training. With the rapid development of education informatization, the concept of online and offline mixed training has been gradually introduced into teaching activities and has attracted the attention of educators. At present, there are many views on the concept of blended learning. After long-term research, educational experts have put forward different concepts from different angles, but there is no clear and authoritative definition [16–18]. At the same time, blended learning also has many challenges: it is difficult for educational decision makers to choose a blended learning model, teachers’ own limited ability to carry out blended teaching, the difficulty in determining the proportion of face-to-face teaching and online learning, and the difficulty in grasping the class size in each mode of blended learning.


## 2.5. Teaching Model

The English word “model” is the source of teaching mode. The reason why this word appears in the field of education is attributed to Americans like Joyce. In the book “contemporary western teaching model,” they have carried out in-depth and detailed research on teaching mode. This paper mainly discusses the basic purpose of teaching, various teaching strategies, curriculum design methods, and teaching materials teachers often face. In addition, a series of theoretical research on the relationship between society and psychology has been carried out, and finally, the behavior model of teachers has been obtained. It can be divided into four modes: (1) simple information processing, (2) human development, (3) social interaction, and (4) behavior modification. Domestic scholars have put forward different definitions of teaching mode from different angles, but according to its nature, it can be divided into two categories: one is classified teaching mode, belonging to teaching process; the second is classified teaching mode, belonging to teaching structure [19, 20].


## 2.6. Concept of SPOC+MOOC Mixed Teaching Mode

Blended learning is a new teaching mode combining the advantages of traditional teaching mode and network teaching mode. The combination of SPOC and traditional teaching mode changes the traditional “listening and answering” into “classroom discussion and online learning,” which is the combination of classroom teaching and online teaching. The specific contents of SPOC+MOOC teaching mode are as follows: students participate in the teaching tasks arranged by teachers every week on the MOOC platform of our school, log in to watch teaching videos, browse learning materials, practice, and participate in discussion. Teachers can conduct personal guidance and problem solving on the platform teachers through the official account of discussion class or WeChat rain classroom. After the end of each teaching module, students can log in to the student terminal examination system of the computer room for multiple exercises. In the classroom, the teacher explains and answers the problems existing in students’ learning on the MOOC platform, explains the key points and difficulties according to the students’ learning situation, and conducts stage tests in the classroom to ensure the authenticity of students’ usual scores [14, 21, 22].


## 3. Reform Method of Higher Vocational English Teaching Mode Based on MOOC+SPOC

### 3.1. Basic Principle

The establishment of the MOOC+SPOC operation mechanism of higher vocational English courses needs to be combined with the existing teaching system and teaching mode. Only in this way can the operation mechanism be scientific and reasonable and be conducive to play a positive role. However, the following principles should be followed:


#### 3.1.1. Can Promote the School Teaching Reform

The reform of school teaching mode includes not only the reform of teaching content, teaching methods, and teaching resources, but also the adjustment of talent training program and curriculum system. As a new type of curriculum form, MOOC+SPOC can provide effective help for the construction of curriculum system and the adjustment of teaching plan. Schools can independently design and develop MOOC+SPOC courses or introduce excellent courses from other schools to enrich teaching contents and improve teaching quality.


#### 3.1.2. It Can Improve the Teaching Ability of Teachers

If teachers want to do a good job in teaching, they need to improve their own quality and ability and deepen the understanding of knowledge, in order to inspire and help students in the classroom. The development of MOOC+SPOC also requires teachers to pay attention to cultivate students’ autonomous learning ability, improve students’ mastery and understanding of knowledge points, and help students improve their practical application ability, which is another requirement for teachers.


#### 3.1.3. It Can Meet the Learning Needs of Students

MOOC+SPOC course learning adheres to the student-centered and provides rich and high-quality teaching resources; it easy to operate and in accordance with the characteristics of the semester; students can make their own learning plan. They can freely choose the course video to learn, and they can get timely answers from teachers or classmates when they encounter problems. We can also use this platform to provide a large number of reference materials to answer. Autonomous learning allows students to control their learning progress.


### 3.2. Basic Principle

#### 3.2.1. System Guarantee and Policy Support

The smooth development of MOOC+SPOC is inseparable from the support of school policies. On the one hand, teachers are encouraged to carry out MOOC+SPOC teaching attempts and explore innovative teaching modes. On the other hand, it provides system guarantee for the construction of MOOC+SPOC, such as modifying the syllabus according to the teaching characteristics of MOOC+SPOC, reducing the restrictions on teaching by teachers, and establishing the student course selection system under MOOC+SPOC mode.


#### 3.2.2. Environmental Protection and Financial Support

The construction and operation of MOOC+SPOC need advanced network environment to ensure the effect of online learning. Foreign well-known potential platforms, such as Udacity, Youku, EDX, YouTube Coursera, and Netease cloud, have high rental costs, which is unrealistic. MOOC+SPOC pilot teaching has just begun, so we choose to cooperate with domestic enterprises to produce online courses, relying on the online education website which has begun to take shape, which is more conducive to the construction of MOOC+SPOC.


#### 3.2.3. Organizing Team Building

Firstly, a leading working group responsible for the construction and operation of MOOC+SPOC should be established to organize and coordinate the specific work of MOOC+SPOC construction and formulate relevant policies and systems to ensure the orderly operation of MOOC+SPOC. Secondly, provide professional and technical personnel to be responsible for the construction of network platform in the early stage and background data management in the later stage, so as to provide technical support for MOOC+SPOC teaching process in all aspects.


### 3.3. Teaching Objectives

The teaching goal is a clear statement about what kind of changes the teaching will bring to the students, and it refers to the expected learning results of the students in the teaching activities. In the teaching process, teaching objectives play a very important role. Teaching activities are guided by teaching objectives and are always carried out around the realization of teaching objectives. Teaching goal is the effect of change that educators hope to achieve after receiving education. Among them, the teaching objectives can be divided into three levels: one is the curriculum objectives; the other is the classroom teaching objectives; the third is the education goals. This is also the ultimate goal of teaching. Based on MOOC+SPOC, the teaching objectives of English blended teaching in higher vocational education are based on students’ learning objectives. The main subject of the design of teaching objectives is students, and the dimensions are the integration of knowledge and skills, procedure and approach, and feelings, attitudes, and values. This goal design focuses on the independent development of students and strives for the overall development of students, which reflects the teaching concept of “people-oriented.” We can refer to Marzano’s classification of educational objectives. He divides educational objectives into four systems: knowledge system, cognitive system, metacognitive system, and self-system. The level of knowledge processing is divided into six levels: extraction, understanding, analysis, knowledge application, metacognitive system, and self-system. Knowledge field includes information, psychological process, and psychological action process.


### 3.4. Teaching Management

Teaching management is a process of using the principles and methods of management science and teaching theory to give full play to the management functions of planning, organization, coordination, control, etc. MOOC+SPOC teaching mode forms a complete online+offline hybrid learning chain, hiding online video teaching+forum interactive homework mutual evaluation English teaching platform. At the same time, ensure enough offline communication time for each course, so that teachers and students can have face-to-face, and help students deepen their understanding of self-study content. Each course obtains credits through the combination of online autonomous learning and offline classroom teaching: the credit allocation is 2 : 1 (online : offline), the credit allocation is 2 : 1 (online : offline), and there are six classes a week. For English teachers, the rise of MOOC+SPOC is an opportunity to change themselves, it will promote the growth of excellent teachers, and teachers must adapt to the new situation of network teaching mode.


### 3.5. Consolidation and Expansion of Knowledge after Class

After the first two stages of learning, students have basically mastered the knowledge points and completed the learning of the course objectives. If they can further complete the skill test and pass the test on the English teaching platform, they can obtain the credit of autonomous learning part of the course. Through the assessment of students’ learning situation, English teachers can display excellent learning works in the form of video or ppt on the teaching platform. Collect learning resources related to teaching content, set up expansion tasks, and encourage vocational students with spare power to challenge the expansion task, so as to consolidate and expand students’ knowledge (skills).


### 3.6. Design of Learning Evaluation

The hybrid learning model based on MOOC+SPOC pays special attention to the analysis and assessment of the whole study course. After the analysis and evaluation of the learning process, the learning mode should be adjusted in time. The design of learning evaluation is to evaluate the learning effect on the basis of the first two stages. The evaluation materials and data based on MOOC+SPOC hybrid learning not only come from the performance of students in face-to-face classroom, but also from the performance of students on the network platform.


#### 3.6.1. Offline Classroom

Offline classroom includes classroom performance and work achievement display. Classroom performance: teachers observe students’ classroom state, students’ speech quality, and students’ performance in group discussion, such as whether to actively participate in group activities and whether to contribute to the group. This course takes group work as the summary and evaluation of learning activities. Through the display of student achievement reports, teachers evaluate various factors in the learning process.


#### 3.6.2. Online Classroom

The online platform is mainly participated by MOOC platform. MOOC platform participation: teachers can view the online platform discussion group and record the number and quality of topics published by the learners participating in the discussion group on MOOC platform, as the evaluation of the participation degree of MOOC platform. Through the modification and correction of learning methods, the supplement of learning resources, and the adjustment of learning activities, the teaching objectives can be better completed.


## 3.1. Basic Principle

The establishment of the MOOC+SPOC operation mechanism of higher vocational English courses needs to be combined with the existing teaching system and teaching mode. Only in this way can the operation mechanism be scientific and reasonable and be conducive to play a positive role. However, the following principles should be followed:


### 3.1.1. Can Promote the School Teaching Reform

The reform of school teaching mode includes not only the reform of teaching content, teaching methods, and teaching resources, but also the adjustment of talent training program and curriculum system. As a new type of curriculum form, MOOC+SPOC can provide effective help for the construction of curriculum system and the adjustment of teaching plan. Schools can independently design and develop MOOC+SPOC courses or introduce excellent courses from other schools to enrich teaching contents and improve teaching quality.


### 3.1.2. It Can Improve the Teaching Ability of Teachers

If teachers want to do a good job in teaching, they need to improve their own quality and ability and deepen the understanding of knowledge, in order to inspire and help students in the classroom. The development of MOOC+SPOC also requires teachers to pay attention to cultivate students’ autonomous learning ability, improve students’ mastery and understanding of knowledge points, and help students improve their practical application ability, which is another requirement for teachers.


### 3.1.3. It Can Meet the Learning Needs of Students

MOOC+SPOC course learning adheres to the student-centered and provides rich and high-quality teaching resources; it easy to operate and in accordance with the characteristics of the semester; students can make their own learning plan. They can freely choose the course video to learn, and they can get timely answers from teachers or classmates when they encounter problems. We can also use this platform to provide a large number of reference materials to answer. Autonomous learning allows students to control their learning progress.


## 3.1.1. Can Promote the School Teaching Reform

The reform of school teaching mode includes not only the reform of teaching content, teaching methods, and teaching resources, but also the adjustment of talent training program and curriculum system. As a new type of curriculum form, MOOC+SPOC can provide effective help for the construction of curriculum system and the adjustment of teaching plan. Schools can independently design and develop MOOC+SPOC courses or introduce excellent courses from other schools to enrich teaching contents and improve teaching quality.


## 3.1.2. It Can Improve the Teaching Ability of Teachers

If teachers want to do a good job in teaching, they need to improve their own quality and ability and deepen the understanding of knowledge, in order to inspire and help students in the classroom. The development of MOOC+SPOC also requires teachers to pay attention to cultivate students’ autonomous learning ability, improve students’ mastery and understanding of knowledge points, and help students improve their practical application ability, which is another requirement for teachers.


## 3.1.3. It Can Meet the Learning Needs of Students

MOOC+SPOC course learning adheres to the student-centered and provides rich and high-quality teaching resources; it easy to operate and in accordance with the characteristics of the semester; students can make their own learning plan. They can freely choose the course video to learn, and they can get timely answers from teachers or classmates when they encounter problems. We can also use this platform to provide a large number of reference materials to answer. Autonomous learning allows students to control their learning progress.


## 3.2. Basic Principle

### 3.2.1. System Guarantee and Policy Support

The smooth development of MOOC+SPOC is inseparable from the support of school policies. On the one hand, teachers are encouraged to carry out MOOC+SPOC teaching attempts and explore innovative teaching modes. On the other hand, it provides system guarantee for the construction of MOOC+SPOC, such as modifying the syllabus according to the teaching characteristics of MOOC+SPOC, reducing the restrictions on teaching by teachers, and establishing the student course selection system under MOOC+SPOC mode.


### 3.2.2. Environmental Protection and Financial Support

The construction and operation of MOOC+SPOC need advanced network environment to ensure the effect of online learning. Foreign well-known potential platforms, such as Udacity, Youku, EDX, YouTube Coursera, and Netease cloud, have high rental costs, which is unrealistic. MOOC+SPOC pilot teaching has just begun, so we choose to cooperate with domestic enterprises to produce online courses, relying on the online education website which has begun to take shape, which is more conducive to the construction of MOOC+SPOC.


### 3.2.3. Organizing Team Building

Firstly, a leading working group responsible for the construction and operation of MOOC+SPOC should be established to organize and coordinate the specific work of MOOC+SPOC construction and formulate relevant policies and systems to ensure the orderly operation of MOOC+SPOC. Secondly, provide professional and technical personnel to be responsible for the construction of network platform in the early stage and background data management in the later stage, so as to provide technical support for MOOC+SPOC teaching process in all aspects.


## 3.2.1. System Guarantee and Policy Support

The smooth development of MOOC+SPOC is inseparable from the support of school policies. On the one hand, teachers are encouraged to carry out MOOC+SPOC teaching attempts and explore innovative teaching modes. On the other hand, it provides system guarantee for the construction of MOOC+SPOC, such as modifying the syllabus according to the teaching characteristics of MOOC+SPOC, reducing the restrictions on teaching by teachers, and establishing the student course selection system under MOOC+SPOC mode.


## 3.2.2. Environmental Protection and Financial Support

The construction and operation of MOOC+SPOC need advanced network environment to ensure the effect of online learning. Foreign well-known potential platforms, such as Udacity, Youku, EDX, YouTube Coursera, and Netease cloud, have high rental costs, which is unrealistic. MOOC+SPOC pilot teaching has just begun, so we choose to cooperate with domestic enterprises to produce online courses, relying on the online education website which has begun to take shape, which is more conducive to the construction of MOOC+SPOC.


## 3.2.3. Organizing Team Building

Firstly, a leading working group responsible for the construction and operation of MOOC+SPOC should be established to organize and coordinate the specific work of MOOC+SPOC construction and formulate relevant policies and systems to ensure the orderly operation of MOOC+SPOC. Secondly, provide professional and technical personnel to be responsible for the construction of network platform in the early stage and background data management in the later stage, so as to provide technical support for MOOC+SPOC teaching process in all aspects.


## 3.3. Teaching Objectives

The teaching goal is a clear statement about what kind of changes the teaching will bring to the students, and it refers to the expected learning results of the students in the teaching activities. In the teaching process, teaching objectives play a very important role. Teaching activities are guided by teaching objectives and are always carried out around the realization of teaching objectives. Teaching goal is the effect of change that educators hope to achieve after receiving education. Among them, the teaching objectives can be divided into three levels: one is the curriculum objectives; the other is the classroom teaching objectives; the third is the education goals. This is also the ultimate goal of teaching. Based on MOOC+SPOC, the teaching objectives of English blended teaching in higher vocational education are based on students’ learning objectives. The main subject of the design of teaching objectives is students, and the dimensions are the integration of knowledge and skills, procedure and approach, and feelings, attitudes, and values. This goal design focuses on the independent development of students and strives for the overall development of students, which reflects the teaching concept of “people-oriented.” We can refer to Marzano’s classification of educational objectives. He divides educational objectives into four systems: knowledge system, cognitive system, metacognitive system, and self-system. The level of knowledge processing is divided into six levels: extraction, understanding, analysis, knowledge application, metacognitive system, and self-system. Knowledge field includes information, psychological process, and psychological action process.


## 3.4. Teaching Management

Teaching management is a process of using the principles and methods of management science and teaching theory to give full play to the management functions of planning, organization, coordination, control, etc. MOOC+SPOC teaching mode forms a complete online+offline hybrid learning chain, hiding online video teaching+forum interactive homework mutual evaluation English teaching platform. At the same time, ensure enough offline communication time for each course, so that teachers and students can have face-to-face, and help students deepen their understanding of self-study content. Each course obtains credits through the combination of online autonomous learning and offline classroom teaching: the credit allocation is 2 : 1 (online : offline), the credit allocation is 2 : 1 (online : offline), and there are six classes a week. For English teachers, the rise of MOOC+SPOC is an opportunity to change themselves, it will promote the growth of excellent teachers, and teachers must adapt to the new situation of network teaching mode.


## 3.5. Consolidation and Expansion of Knowledge after Class

After the first two stages of learning, students have basically mastered the knowledge points and completed the learning of the course objectives. If they can further complete the skill test and pass the test on the English teaching platform, they can obtain the credit of autonomous learning part of the course. Through the assessment of students’ learning situation, English teachers can display excellent learning works in the form of video or ppt on the teaching platform. Collect learning resources related to teaching content, set up expansion tasks, and encourage vocational students with spare power to challenge the expansion task, so as to consolidate and expand students’ knowledge (skills).


## 3.6. Design of Learning Evaluation

The hybrid learning model based on MOOC+SPOC pays special attention to the analysis and assessment of the whole study course. After the analysis and evaluation of the learning process, the learning mode should be adjusted in time. The design of learning evaluation is to evaluate the learning effect on the basis of the first two stages. The evaluation materials and data based on MOOC+SPOC hybrid learning not only come from the performance of students in face-to-face classroom, but also from the performance of students on the network platform.


### 3.6.1. Offline Classroom

Offline classroom includes classroom performance and work achievement display. Classroom performance: teachers observe students’ classroom state, students’ speech quality, and students’ performance in group discussion, such as whether to actively participate in group activities and whether to contribute to the group. This course takes group work as the summary and evaluation of learning activities. Through the display of student achievement reports, teachers evaluate various factors in the learning process.


### 3.6.2. Online Classroom

The online platform is mainly participated by MOOC platform. MOOC platform participation: teachers can view the online platform discussion group and record the number and quality of topics published by the learners participating in the discussion group on MOOC platform, as the evaluation of the participation degree of MOOC platform. Through the modification and correction of learning methods, the supplement of learning resources, and the adjustment of learning activities, the teaching objectives can be better completed.


## 3.6.1. Offline Classroom

Offline classroom includes classroom performance and work achievement display. Classroom performance: teachers observe students’ classroom state, students’ speech quality, and students’ performance in group discussion, such as whether to actively participate in group activities and whether to contribute to the group. This course takes group work as the summary and evaluation of learning activities. Through the display of student achievement reports, teachers evaluate various factors in the learning process.


## 3.6.2. Online Classroom

The online platform is mainly participated by MOOC platform. MOOC platform participation: teachers can view the online platform discussion group and record the number and quality of topics published by the learners participating in the discussion group on MOOC platform, as the evaluation of the participation degree of MOOC platform. Through the modification and correction of learning methods, the supplement of learning resources, and the adjustment of learning activities, the teaching objectives can be better completed.


## 4. Investigation and Analysis on the Application Effect of MOOC+SPOC Teaching Mode

Based on MOOC+SPOC teaching mode, this study mainly analyzes the changes of students and teachers, including the changes of roles and attitudes. No matter whether the students’ learning autonomy is improved, the advantages and disadvantages of learning resource selection, whether the learning interest is improved, whether the teaching activities are effectively implemented, whether the teaching methods are appropriate, and so on are the questions that this questionnaire wants to know. After several times of communication with students and teachers, 100 students were invited to participate in the examination. After the test, according to the feedback of students, after several modifications, the questionnaire was finally determined. 100 questionnaires were distributed, and 100 questionnaires were returned. All questionnaires were valid.


### 4.1. Investigation and Analysis of Learning Situation

According to the survey results in Table1 and Figure 1, 65% of students will actively and seriously watch MOOC videos and keep weekly records, and 28% of students will actively watch video resources but will not watch them repeatedly. After understanding the content, they will wait until class to see, and only 7% of students occasionally forget to read. We will read quickly before class or in the morning of class to answer foreign teachers’ questions. Generally speaking, students’ autonomous learning ability, learning autonomy, and learning enthusiasm are strong.Table 1
Survey results of autonomous learning.
AttitudeNumber of studentsProportionInitiative, conscientiousness6565%Do not take the initiative2828%Not active, occasionally77%Figure 1
Survey and analysis of students’ autonomous learning before class.


### 4.2. Investigation of Task Quantity and Difficulty

People are lazy, which requires the effective supervision of external forces, and autonomous learning especially needs the supervision of such external forces. According to the analysis of the survey results in Figure2, 64% of the students chose the ordinary task, and the amount of the task provided before was generally considered appropriate, and the amount of the task was moderate. 18% of the students chose to agree, 12% agreed, and 6% strongly opposed it. It can be seen that most students think that 10-20 minutes of video time is appropriate. If it is a long time, they get bored and they want to rest and go on. Therefore, the length of the video must be selected well. If the video is too short, a knowledge point cannot be finished. If the video is too long, it will cause students’ disgust.Figure 2
The investigation and analysis of the amount and difficulty of students’ preclass tasks.


### 4.3. Investigation and Analysis of Knowledge Internalization

Knowledge internalization is to enable employees at all levels of the enterprise to absorb and understand new knowledge through knowledge exchange and knowledge sharing, thereby changing the cognitive model of the enterprise and employees and helping them understand and support innovation. MOOC+SPOC subverts the traditional teaching process and transfers knowledge after class. Students can learn by watching videos and internalizing knowledge. Communication and discussion are the main ways to internalize knowledge. As can be seen from the survey results in Table2 and Figure 3, 50% of the students fully agree, 25% of the students fully agree, 15% of the students are at the average level, 8% of the students do not agree, and 2% of the students do not agree at all. After in-depth understanding, this paper found that most students still agree with this learning method, only a few students do not agree, and teachers need to improve the quality of the problem, better understand the level and difference of students, and put forward different questions for different students.Table 2
Survey results of students’ knowledge internalization.
AttitudeNumber of peopleProportionIn full agreement5252%Agree!2222%Commonly1616%Disagree88%Totally disagree22%Figure 3
Analysis of the investigation results of students’ knowledge internalization.


### 4.4. A Survey of English Writing Level

This paper takes “improving English writing ability” as the research topic. According to the survey results in Figure4, 43% of the students fully agree, 38% of the students fully agree, 13% of the students think that they are at the average level, 5% of the students do not agree, and 1% of the students do not agree. Based on the survey data, this paper holds that most students agree with this learning method and are willing to continue to choose this learning method, while only a few students think it is not conducive to improving their English writing. Most of the students said that they have registered for CET-6 this semester, and their English writing scores have been greatly improved. They feel much more relaxed when doing English writing problems.Figure 4
An analysis of the survey results on the improvement of students’ English writing level.Both MOOC and SPOC can be considered as online classrooms, “MOOC+SPOC” teaching; students can enjoy the exclusiveness of SPOC while enjoying the sufficient teaching resources of MOOC. At the same time, a new model that integrates online learning and offline learning organically combines traditional classrooms, online classrooms, and interactive classrooms to promote student-centered teaching and learning.


## 4.1. Investigation and Analysis of Learning Situation

According to the survey results in Table1 and Figure 1, 65% of students will actively and seriously watch MOOC videos and keep weekly records, and 28% of students will actively watch video resources but will not watch them repeatedly. After understanding the content, they will wait until class to see, and only 7% of students occasionally forget to read. We will read quickly before class or in the morning of class to answer foreign teachers’ questions. Generally speaking, students’ autonomous learning ability, learning autonomy, and learning enthusiasm are strong.Table 1
Survey results of autonomous learning.
AttitudeNumber of studentsProportionInitiative, conscientiousness6565%Do not take the initiative2828%Not active, occasionally77%Figure 1
Survey and analysis of students’ autonomous learning before class.


## 4.2. Investigation of Task Quantity and Difficulty

People are lazy, which requires the effective supervision of external forces, and autonomous learning especially needs the supervision of such external forces. According to the analysis of the survey results in Figure2, 64% of the students chose the ordinary task, and the amount of the task provided before was generally considered appropriate, and the amount of the task was moderate. 18% of the students chose to agree, 12% agreed, and 6% strongly opposed it. It can be seen that most students think that 10-20 minutes of video time is appropriate. If it is a long time, they get bored and they want to rest and go on. Therefore, the length of the video must be selected well. If the video is too short, a knowledge point cannot be finished. If the video is too long, it will cause students’ disgust.Figure 2
The investigation and analysis of the amount and difficulty of students’ preclass tasks.


## 4.3. Investigation and Analysis of Knowledge Internalization

Knowledge internalization is to enable employees at all levels of the enterprise to absorb and understand new knowledge through knowledge exchange and knowledge sharing, thereby changing the cognitive model of the enterprise and employees and helping them understand and support innovation. MOOC+SPOC subverts the traditional teaching process and transfers knowledge after class. Students can learn by watching videos and internalizing knowledge. Communication and discussion are the main ways to internalize knowledge. As can be seen from the survey results in Table2 and Figure 3, 50% of the students fully agree, 25% of the students fully agree, 15% of the students are at the average level, 8% of the students do not agree, and 2% of the students do not agree at all. After in-depth understanding, this paper found that most students still agree with this learning method, only a few students do not agree, and teachers need to improve the quality of the problem, better understand the level and difference of students, and put forward different questions for different students.Table 2
Survey results of students’ knowledge internalization.
AttitudeNumber of peopleProportionIn full agreement5252%Agree!2222%Commonly1616%Disagree88%Totally disagree22%Figure 3
Analysis of the investigation results of students’ knowledge internalization.


## 4.4. A Survey of English Writing Level

This paper takes “improving English writing ability” as the research topic. According to the survey results in Figure4, 43% of the students fully agree, 38% of the students fully agree, 13% of the students think that they are at the average level, 5% of the students do not agree, and 1% of the students do not agree. Based on the survey data, this paper holds that most students agree with this learning method and are willing to continue to choose this learning method, while only a few students think it is not conducive to improving their English writing. Most of the students said that they have registered for CET-6 this semester, and their English writing scores have been greatly improved. They feel much more relaxed when doing English writing problems.Figure 4
An analysis of the survey results on the improvement of students’ English writing level.Both MOOC and SPOC can be considered as online classrooms, “MOOC+SPOC” teaching; students can enjoy the exclusiveness of SPOC while enjoying the sufficient teaching resources of MOOC. At the same time, a new model that integrates online learning and offline learning organically combines traditional classrooms, online classrooms, and interactive classrooms to promote student-centered teaching and learning.


## 5. Conclusions

The popularity of online education and distance education benefits from the development of Internet technology. Under the background of the development of modern education in China, the influence of network information technology on the education field is becoming more and more important. Since the establishment of MOOC and SPOC mode, video teaching has become an important means in university teaching and enterprise training. Video teaching has changed the limitation of the place and the number of students in the traditional teaching and has integrated the learning resources through big data technology, so that students can learn flexibly and efficiently. But at the same time, the existing video teaching is still in the development stage, and there are still many deficiencies. For example, there are many students, complex characteristics, and lack of effective supervision and management mechanism, so it is necessary to reform the existing video teaching. The reform method of higher vocational English blended teaching mode based on MOOC+SPOC proposed in this paper is to optimize the above deficiencies. At the same time, it also improves the corresponding teaching management mechanism and forms a unified and perfect teaching management mode. At the end of this study, in order to verify the actual effect of the reform scheme proposed in this paper on students’ learning, this paper conducts a survey and research including the improvement of English writing level, the investigation and analysis of knowledge internalization, and the investigation of the amount and difficulty of preclass tasks. According to the actual teaching situation, the teaching mode has been further improved, and a set of teaching modes that can be used as a reference for programming language courses can finally be established. We will conduct further research on it in the future.



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*Source: 9320161-2022-04-14.xml*