Research on Strategies for Improving Classroom Participation in Management Courses under the SPOC+BOPPPS Blended Teaching Model

DOI: https://doi.org/10.62517/jhet.202615513

Author(s)

Yuxuan Huang, Yumeng Zhan*, Nan Yao, Wenjing Cui

Affiliation(s)

School of Digital-Intelligent Economics and Management, Guangdong University of Science and Technology, Dongguan, Guangdong, China *Corresponding Author

Abstract

Classroom participation shapes both the immediate effectiveness of teaching in management courses and the extent to which objectives for cultivating application-oriented management talent can be realized. Management courses at private undergraduate institutions commonly suffer from insufficient participation: students engage passively in behavior, deal with course content at a shallow cognitive level, and show little emotional investment. The SPOC+BOPPPS blended teaching model addresses these problems across three stages, online preparation before class, structured interaction during class, and closed-loop incentives after class. Taking the New Retail Operation Management course as a case, this study combines a questionnaire survey (352 questionnaires distributed, 326 valid), classroom observation, interviews with teachers and students, and analysis of students’ reflective writing to diagnose participation problems along behavioral, cognitive and emotional dimensions; it sets out the design rationale of “dual drivers and three-stage integration” and explains the mechanism through which the model raises participation. A pre-test/post-test comparison between two parallel classes shows that the overall mean participation score of the experimental class rose from 2.77 to 3.43, a larger gain than that of the control class. Drawing on teaching practice in the “decision-making” unit, the study proposes strategies for improving participation along the three dimensions and reflects on the constraints encountered in practice, with a view to informing classroom reform in private undergraduate management education.

Keywords

SPOC; BOPPPS; Management Courses; Classroom Participation; Blended Teaching

References

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