Research on the Teaching Reform of the Online and Offline Mixed Course of "Innovation and Entrepreneurship Theory and Practice" Based on the OBE Concept

DOI: https://doi.org/10.62517/jhet.202515313

Author(s)

Zhaogang Fu1,2, Changfang Diao1,*

Affiliation(s)

1Business School, Lingnan Normal University, Zhanjiang, Guangdong, China 2Guangdong Coastal Economic Belt Development Research Center, Lingnan Normal University Zhanjiang, Guangdong, China *Corresponding Author

Abstract

With the rapid development of the social economy and technology, cultivating high-quality talents with innovation and entrepreneurship capabilities has become a core mission of higher education. As a pivotal course in university innovation and entrepreneurship education systems, "Innovation and Entrepreneurship Theory and Practice" plays a vital role in stimulating students’ innovative thinking and practical entrepreneurial skills. Against the backdrop of traditional teaching challenges—such as low student engagement, insufficient practical training, and a singular evaluation system—this study explores the reform of online-offline blended teaching based on the Outcome-Based Education (OBE) concept. Taking Lingnan Normal University as a case, the research integrates OBE principles of "student-centeredness" and "outcome orientation" to redesign course objectives, optimize teaching strategies, consolidate resources, and establish a diversified evaluation framework. By combining literature analysis, teaching practices, and empirical assessments, the reform demonstrates significant outcomes. Post-reform data reveal a 38.2% increase in students’ online video learning duration, a 52.6% rise in classroom discussion participation, and an improvement in final exam average scores from 75 to 82.3. The proportion of excellent practical project teams increased from 15% to 27.5%, while innovative thinking scores rose by 14.6%. Teacher satisfaction with teaching effectiveness improved from 80% to 91.3%. These results validate that the OBE-based blended model effectively enhances students’ knowledge acquisition, practical skills, and innovative capacities. This study not only highlights the synergy between blended learning and OBE but also provides replicable practices for curriculum reform in higher education, offering theoretical and practical insights to cultivate innovation-driven talents aligned with societal needs.

Keywords

OBE Concept; Innovation and Entrepreneurship; Blended Online and Offline Courses; Teaching Reform; High-Quality Talents.

References

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