A Study on the Implementation Path of the Blended Teaching Model in Geological Hazards Investigation and Evaluation

Liu Yang; Wenjuan Wang; Weijian Zhou; Dan Wang; Ping Yin

doi:10.26689/jcer.v8i9.8381

Liu Yang Hunan Vocational College of Engineering, Changsha 410151, Hunan Province, China
Wenjuan Wang Hunan Vocational College of Engineering, Changsha 410151, Hunan Province, China
Weijian Zhou Hunan Vocational College of Engineering, Changsha 410151, Hunan Province, China
Dan Wang Hunan Vocational College of Engineering, Changsha 410151, Hunan Province, China
Ping Yin Hunan Vocational College of Engineering, Changsha 410151, Hunan Province, China

DOI: https://doi.org/10.26689/jcer.v8i9.8381

Keywords: Outcome-based education concept, Geological Hazards Investigation and Evaluation, Teaching mode, Blended teaching and learning

Abstract

Geological Hazards Investigation and Evaluation is the core course of Environmental Geological Engineering, aiming to cultivate skilled talents with solid theoretical knowledge and excellent practical skills. At present, the course faces several issues, including a teaching environment disconnected from real-world work scenarios, course content that deviates from job-related tasks, a lack of digital teaching resources, and reliance on a single teaching method, leading to students’ poor feedback from employers. Based on the concept of outcome-based education, the course team of Geological Hazards Investigation and Evaluation establishes a “five-step double-rotation” blended teaching model with the help of a Small Private Online Course platform. The program is designed to improve the teaching environment and expand the digitalized teaching resources in order to improve students’ learning motivation, enhance learning effectiveness, and cultivate skillful talents who meet employers’ satisfaction.

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