Research on Blended Teaching Mode of Civic and Political Education for College Students Integrating Online and Offline Education
Published Online: Mar 21, 2025
Received: Oct 28, 2024
Accepted: Feb 21, 2025
DOI: https://doi.org/10.2478/amns-2025-0684
Keywords
© 2025 Pei Zhang, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Nowadays, China’s Internet-related technologies have been developing rapidly, and in China’s education field, it has entered the new era of “Internet+” education. Students in higher vocational colleges and universities have been affected by the Internet, and their learning attitudes and ways of thinking have changed dramatically. Based on this, Chinese higher vocational colleges and universities must act in time and strive to promote a new round of education and teaching innovation and change [1-4]. In the education system of Chinese higher vocational colleges and universities, although the Civic and Political Science class is a compulsory course for higher vocational students, the traditional offline teaching cannot receive good teaching effect. Therefore, Chinese higher vocational colleges and universities should take advantage of the Internet and its related technologies to innovate the traditional teaching mode and carry out online and offline hybrid teaching activities [5-8].
A series of educational and teaching activities carried out by utilizing the virtual space of the network, or using the Internet as a medium, is online teaching. A series of educational and teaching activities carried out in real space and social practice activities related to classroom teaching are offline teaching [9-12]. The construction of the online and offline blended teaching mode is based on the current Internet technology and related platforms, extending the physical time and space of the teaching classroom to the virtual time and space of the network, and effectively combining the rich teaching resources of the Internet with advanced learning tools and classroom teaching [13-16], so as to significantly improve the teaching effect and make the ideal of teaching and educating people a reality. In the blended teaching mode can realize the complementary advantages of traditional teaching and information technology teaching, so as to obtain better teaching effect [17-20].
Literature [21] analyzed the dilemma faced by the integration of the two based on the examination of the status quo of Civics education and network teaching, and designed a path for the implicit integration of Civics teaching and network teaching in order to improve the effectiveness of Civics teaching. Literature [22] created a mixed teaching mode of online and offline, and investigated the application of mixed teaching mode in mathematics teaching through online survey and data analysis. The results emphasized that the online and offline teaching mode can improve students’ learning initiative and self-adaptive ability, which is conducive to enhancing the teaching effect. Literature [23] describes the relevant contents of the Civic and Political Education in colleges and universities. It emphasizes the importance of Civic and Political Education, and points out that teachers should properly innovate the teaching mode in combination with the curriculum in order to improve the ideological and moral level of students, and build a mixed teaching mode online and offline based on the personality and characteristics of students, so as to ensure that the Civic and Political Education course is better carried out. Literature [24] examines the current situation of online and offline hybrid teaching research in data structure courses and describes the implementation strategy of Civic and Political education. In order to strengthen the combination of political education and course content, diversified teaching methods and multi-dimensional evaluation system are adopted. The online-offline hybrid teaching model based on the perspective of course Civics is also mentioned, which provides a reference for the Civics education program. Literature [25], in order to cope with the problem of insufficient interactivity and network function, constructed an interactive digital ideological and political education platform with the background of a university. It also investigates the status quo of Chinese ideological and political education platforms and analyzes the needs of teachers and students for ideological and political education, so as to put forward relevant improvement opinions. Literature [26] took the course “Introduction to the Basic Principles of Marxism” as the research object, and explored the reform mode of “online and offline mixed teaching” of the Civic and Political Theory course from the aspects of online teaching activity design. It also elaborates the experience of the mode reform to realize the purpose of moral education in college and university civic education. Literature [27] takes the “advanced language programming” course as the research object and discusses the ideological and political design of the course under the hybrid teaching mode. In order to support the integration of ideological education and course content in the online and offline hybrid teaching mode, a method for identifying the ideological and political factors of the course is proposed, and a resource library of the ideological and political courses and a mechanism for continuous updating are established. Literature [28] emphasizes that in the teaching of Civic and Political Theory Classes in colleges and universities, the integration of traditional classroom teaching with modern informatization means is an important way to stimulate classroom vitality and improve the level of theoretical class teaching. Literature [29] outlines the application strategy of hybrid teaching mode based on the value of online and offline hybrid teaching mode in the practical teaching of Civics and Political Science courses, academic theory and other aspects. Literature [30] reveals the impact of the Internet on the teaching of Civics and Political Science in colleges and universities in the new period, and points out that colleges and universities should grasp the opportunity of the times, advance with the times, and promote the development of Civics and Political Science education by constructing a theoretical system of Civics and Political Science teaching with socialist characteristics. Literature [31] emphasizes that the blended teaching mode is an important way for the Civics education in colleges and universities to cope with the challenges brought by the Internet, and takes Chinese private colleges and universities as an example to discuss the characteristics and application of the blended teaching mode and other aspects. It is argued that the blended teaching mode has brought positive impacts to the Civic and Political Education in colleges and universities, but it needs to be continuously improved and suggestions for development are put forward.
This paper highly combines traditional Civics teaching with modern information technology, takes students as the object and main body of teaching, and establishes a hybrid teaching mode of Civics for college students that integrates online and offline. With the help of the Internet platform, selecting teaching resources, designing teaching process, carrying out teaching activities, grasping the teaching progress in real time, promoting the personalized development of students, and realizing targeted offline classroom teaching. Before and after the integration of online and offline hybrid teaching mode in the actual teaching, a questionnaire survey was conducted on the students, and the results of the survey and the students’ test scores were analyzed in order to verify the feasibility and effectiveness of the hybrid teaching, to test the actual teaching effect of the hybrid teaching mode, and to analyze the advantages of its teaching mode.
With the rapid changes in modern education information technology, online teaching has become a convenient, efficient and rich educational method, which is traveling in the same direction as the traditional offline teaching method and plays a common role in educating people. At the same time, rich online course resources can also broaden students’ knowledge and learning, so that students can learn a lot of new knowledge without leaving their homes. Secondly, teaching in the context of “on-line and off-line” integration is conducive to the interaction between students and teachers, from “face-to-face” to “screen-to-screen”, and students are more willing to express their views and opinions to teachers and get answers to their questions. On the Internet, students are more willing to express their views and opinions, ask questions, and receive answers. And teachers also discuss and exchange with students to gain a better understanding of them and become more familiar with them, which is conducive to targeted education and teaching work. The implementation of online teaching not only strengthens communication between teachers and students, but also creates conditions for teaching and learning. In addition, “online and offline” blended teaching has expanded the content of classroom teaching, and both teachers’ teaching and students’ learning have been enriched in terms of methods and contents. In addition, there are a large number of high-quality curriculum resources on the Internet, which are not only conducive to meeting the needs of students’ personalized development, but also can enrich the curriculum content of teachers’ teaching. On the one hand, online teaching can easily concretize and simplify obscure and difficult knowledge, develop students’ ability to self-educate and self-explore, while stimulating their enthusiasm for learning. On the other hand, teachers can explain the teaching content more clearly and intuitively by using the online teaching platform, so that students are happy to accept it. The blended teaching of ideological and political courses in the context of “online and offline” integration is of great significance to the implementation of the fundamental task of cultivating moral integrity in colleges and universities, improving the quality of talent training, cultivating students’ innovative and creative abilities, and cultivating students’ historical outlook and international perspective.
There are not many explanations given by scholars for the definition of online-offline blended teaching mode. Some scholars believe that the online-offline blended teaching mode is an organic combination of online teaching and traditional teaching, which gives full play to the leading role of the teacher in the teaching process and reflects the main position of students, aiming at complementing each other’s strengths and advantages, and obtaining the optimal teaching effect. Some scholars have proposed that “the online and offline blended teaching mode is an organic integration of students’ online independent learning and offline teachers’ classroom teaching, and students, teachers, network technology, learning environment and other factors are important components of online and offline blended teaching.” In contrast, some scholars have proposed that “the evaluation indicators of the blended teaching model mainly include factors such as online teaching platform, students’ online learning, teachers’ Q&A feedback, and teaching design.” In addition to this, there are scholars who evaluate the quality system of online and offline blended teaching mode by the online teaching platform, students, teachers and other factors.
In this study, taking Ideology, Morality and the Rule of Law as an example, the model of online and offline blended teaching mode of ideological and political courses is shown in Figure 1. In this study, the teaching platforms of “Cloud School”, “WeChat Group” and “QQ Group” were used to combine traditional classroom teaching to realize the multi-form work of classroom teaching and online guidance for teachers. Students’ classroom learning and online platform self-directed learning and multi-channel learning: the combination of modular resource release of teaching knowledge and mobile phone interaction, remote interaction, and two-way online feedback channels. Form a closed-loop dynamic education process of discovering problems, giving timely feedback, adjusting teaching design, tracking and evaluation, and continuous improvement, gradually improve students’ interest in learning, and promote the benign development of the course “Ideology, Morality and the Rule of Law”. First of all, before class, teachers design teaching according to the curriculum standards, make teaching courseware, collect relevant video and text materials, upload them to platforms such as “Cloud School”, indicate the time and number of times students use mobile phones or computers, and then students can freely choose the time to preview before class. At the same time, teachers can use the “WeChat group” or “QQ group” to give timely feedback to the questions raised by students online. Secondly, in the lesson, the teacher first explains the important and difficult points or case analysis to help students master the knowledge of the teaching content, and then discusses and shares the problems in the way of group cooperative learning, so as to gradually sublimate the emotional attitudes and values of the course “Ideology, Morality and the Rule of Law”. Finally, after class, teachers release small tasks or use brainstorming methods to conduct extended discussions according to the specific content, in order to stimulate Xueniu’s interest in learning and cultivate students’ innovative thinking abilities. In the entire teaching process, we pay attention to process evaluation and use multiple evaluation forms to track the effects of each link in a timely manner, promoting the overall development of students.
Online and offline hybrid teaching model
The design of the online-offline hybrid teaching process is shown in Figure 2. (1) Analysis of teaching objectives: the teaching objectives should be based on the curriculum standards of Ethics and the Rule of Law, with the overall goal of developing students’ core qualities of ethics and the rule of law, combined with the previous and subsequent links of the content of this section and the key points of teaching, and focusing on the acquisition of basic knowledge, the mastery of basic skills, the enhancement of emotional values, and the cultivation of dispersive thinking, for the overall design. (2) Analysis of the academic situation: college students are in adolescence, the ability to think independently and the ability to judge is further enhanced, emotional volatility, plasticity. According to these characteristics, the college “ideology, morality and the rule of law” course, the standard set life safety and health education, rule of law education, Chinese excellent traditional culture education, revolutionary tradition education, national education and other five themes. (3) Teaching content analysis: also known as learning task analysis, the course of “Civic Ethics and the Rule of Law” takes ethics and rule of law education as the basic framework, organically integrates national security education, life safety and health education, labor education, as well as information literacy education, financial literacy education, and other related topics, presenting a gradual and spiraling curriculum system. (4) Analysis of teaching key and difficult points: teaching key and difficult points are the most basic and core teaching contents determined according to the teaching purpose and through scientific analysis of teaching materials, which are usually the most important principles and laws clarified by a discipline, and it is the condensation of ideas and characteristics of a discipline. (5) Analysis of teaching methods: Teaching methods refer to the details of teachers’ activities in teaching. The same teaching method is used in different teachers to present different effects, and different a teaching method does not only exist in a teaching method, therefore, it is unpredictable. Common teaching methods include lecture methods, talking methods, demonstration methods, and so on. (6) Teaching environment analysis: the teaching environment can be physical or psychological, and the environment of blended teaching includes online teaching environment and offline teaching environment. Teachers use the wisdom platform to provide students with rich resources for the “Ethics and Rule of Law” course online, and communicate and dialog with students online. At the same time, explicit and implicit curriculum resources are used to create an offline teaching environment that has a positive influence on nurturing.
Line and offline hybrid teaching flowchart design
Pre-lesson - online good guided learning. The design of the teaching content for the guided learning stage before the new lesson should focus on the basic, specific, and inspiring aspects. The design of the introduction should take into account the time and content requirements. Teachers should design a moderate time for pre-study, too short a time will lead to pre-study is not in-depth, too long a time will appear to lose patience to cope with the situation of learning. Pre-teaching is the process of students learning new knowledge independently, teachers in the design of pre-teaching tasks, pre-teaching content should be combined with the actual situation of the students, accurate objectives, clear links, moderate number of pre-teaching content can not be too easy or too difficult. In the middle of the lesson - offline classroom leading the middle stage of the lesson is led by the offline classroom, the teacher creates a situation, and the students quickly perceive it. In the new lesson, the teacher teaches new knowledge, focuses on important and difficult points, and organizes interesting classroom activities to enliven the classroom atmosphere. Students, students and students cooperate together to explore the key points, the discussion process to leave traces, the platform quickly collect the class or the views of each group, and provide a platform for students to display, students praise each other, realize the collision of thinking, students and students learn from each other. The objective questions of the entire class can be automatically corrected, and teachers can quickly understand the learning situation by receiving rapid feedback on the results. After class - online consolidation and improvement. The after-school stage is crucial because it can consolidate and sublimate the teaching results, while also providing personalized improvement for different students. In new lessons, teachers update consolidation exercises for students by customizing homework contents and answer cards, and get instant data feedback.
Teaching practice was conducted using the blended teaching model. A controlled experiment was used to analyze the results of two Civics exams in the experimental class (blended teaching) and the control class (traditional teaching), with pre-test and post-test. After analyzing the results using statistical tests, it was concluded that using the blended teaching mode has an actual teaching effect in teaching Civics in colleges and universities. The research subjects of this experiment are 50 students in each of the two classes at X University. The experimental pre-test utilizes the first monthly Civics test scores of the students in the experimental class and the control class, and for the pre-test scores of the two classes, the SPSS software is used to make an independent samples T-test, which indicates that the two classes are parallel classes. In the post-test stage of the experiment, we need to compare the learning effects of the students in the experimental class and the control class. In order to ensure the validity of the experimental results, the midterm Civics scores of the two classes were compared, and the SPSS software was used to make an independent sample T-test to analyze the actual effect of the blended teaching mode. The first Civics monthly examination scores of the two classes were used as the pre-test scores of the experiment, and the examination papers were a 120-point system with 50 students in each class. Using SPSS software to carry out independent samples T-test, the analysis results are shown in Table 1, there is no significant difference between the results of the two classes, and it can be concluded that the two classes are parallel classes, which are suitable for carrying out the controlled teaching experiment of the blended teaching mode. Through the analysis of the pre-test scores, it was found that the mean score difference between the experimental class and the control class in the first monthly examination is 0.399 points. An independent sample t-test was conducted on it, corresponding to P=0.725>0.05, indicating that the significant level is much greater than 0.05, and that there is no significant difference between the scores of the two classes, which makes it suitable for carrying out the controlled teaching experiment of the blended teaching mode.
Analysis of pretest scores
| Class | Number | Average performance | Standard deviation | Standard error mean | Sig. |
|---|---|---|---|---|---|
| Laboratory class | 50 | 94.357 | 16.507 | 2.463 | 0.725 |
| Cross-reference class | 50 | 93.958 | 15.230 | 2.274 |
The Civics midterm scores of the two classes were used as the post-test scores of the experiment, and the examination paper was 120 points system, with 50 people in each class. Using SPSS software to carry out independent samples T-test, the analysis results are shown in Table 2: Through the analysis of the experimental results, it is obvious that there is a difference between the Civics scores of the control class and the experimental class, and the comparison of the mean scores and the standard deviation of the two classes indicates that the average Civics scores of the students in the experimental class are higher than those of the control class. An independent samples t-test was conducted and P=0.045<0.05, indicating that there is a significant difference in the performance of the two classes below the significance level of 0.05. From the results of the comparative analysis of the performance of the experimental group and the control group, the average Civics performance of the students in the experimental class is higher than that of the control class, with a significant level of 0.05 or less, and there is a significant difference between the performance of the two classes, so we can determine that the adoption of a blended mode of teaching in the teaching of Civics in colleges and universities will help to improve the performance of the students in Civics.
Post Test Score Analysis
| Class | Number | Average performance | Standard deviation | Standard error mean | Sig. |
|---|---|---|---|---|---|
| Laboratory class | 50 | 94.915 | 12.796 | 1.906 | 0.045 |
| Cross-reference class | 50 | 90.324 | 12.714 | 1.922 |
Before the experiment, the two classes of students’ interest in learning, attitude toward learning, cooperation and emotional will to test and compare, the control class students in the interest in learning, attitude toward learning and cooperation slightly higher than the experimental class students, test scores as shown in Figure 3, from the test scores in the two classes in the interest in learning, attitude toward learning, cooperation, and emotional will to qualities of the two classes there is no significant difference between the P>0.05.
Students study interest and will quality before experiment
Through the statistical results after the experiment as shown in Figure 4, it can be seen that the experimental class scored higher than the control class in the statistics of learning interest, 0.01 < P ≤ 0.05 indicates that the difference between the scores of the two classes is more obvious. Secondly the score of the experimental class on cooperative spirit is much higher than the score of the control class, by P < 0.001 (P = 0.000) indicates that the score difference between the experimental class and the control class is very obvious. There is also some variability between the two classes in terms of emotional will quality, with the experimental class scoring higher than the control class. This indicates that there is a more significant difference between the two classes in terms of interest in learning, cooperation and emotional will quality under different teaching modes, with the experimental class scoring higher than the control class, but there is not a more significant difference in terms of learning attitudes. Analyzing the reasons for this situation may be the following: First, the students in the experimental class have a deeper understanding and grasp of the content of the Civics teaching through the learning of teaching resources before the class under the online and offline blended teaching mode, which to a certain extent broadens the learning channels of the students and improves the learning efficiency of the students. The students’ ability to master the knowledge of civics and politics in the classroom is improved, which makes it easier for them to achieve a sense of achievement, which promotes their learning enthusiasm.
Experimental students study interest and will quality
Most of the students are the first time to receive a long period of regular online learning, so the key is whether they can accept the change from this traditional face-to-face classroom to the blended teaching mode. The overall feedback of blended teaching is shown in Table 3, from which it can be seen that the average value of the four options is more than 3, which indicates that the acceptance of students in colleges and universities to the blended teaching of Civics and Politics is higher, and the teachers also believe that in blended teaching, students can complete the teaching task at a high level while cultivating good learning habits, and they can also maintain a positive attitude towards learning and a high learning efficiency while learning. It can be seen that with the development of information technology, online and offline blended teaching is expected to subvert the traditional teaching mode of Civics, and will be accepted by more and more learners.
Students are descriptive statistics of hybrid learning
| Question | N | Minimum value | Maximum value | Mean | Standard deviation |
|---|---|---|---|---|---|
| I have a deeper understanding and understanding of the application of thinking in the past | 50 | 1 | 5 | 3.45 | 1.436 |
| I think the hybrid teaching high school is good | 50 | 1 | 5 | 3.27 | 1.430 |
| I think hybrid teaching is helpful for my good learning habits | 50 | 1 | 5 | 3.16 | 1.375 |
| I hope hybrid teaching can be applied in the future | 50 | 1 | 5 | 3.10 | 1.396 |
In this school students after all is the first time students contact online and offline blended teaching Civics classroom, there are bound to be problems in the teaching process, the purpose of this part is to investigate the teaching process of the first online link can students help students to efficiently complete the learning task, if there is a problem, in the subsequent blended teaching how to make to improve. The results of the survey are shown in Table 4, students for the online teaching part, the mean value of the four questions are 3.15, 3.28, 3.16, 3.2, which shows that students can make better use of the online teaching for independent learning, most of the teaching resources uploaded on the Internet can be utilized in place, the resources for their own use, but also prefer the interesting way of teaching on the network teaching, but there are still a lot of students online. However, there are still a lot of students who can’t concentrate 100% on learning, and are easily disturbed by electronic devices and entertainment information, which affects their learning efficiency. Blended teaching can achieve teaching methods that are difficult to do in traditional face-to-face classrooms and is more intuitive.
The students are descriptive in the middle school of mixed teaching
| Question | N | Minimum value | Maximum value | Mean | Standard deviation |
|---|---|---|---|---|---|
| I can make full use of the teaching resources uploaded by teachers in the nail group | 50 | 1 | 5 | 3.15 | 0.9025 |
| I can independently and efficiently complete the online autonomous learning task | 50 | 1 | 5 | 3.28 | 0.8745 |
| I will be able to do my own work online without distractions | 50 | 1 | 5 | 3.16 | 0.8147 |
| The teaching resources of the teacher in the group and the excellent homework of my classmates are very helpful to me | 50 | 1 | 5 | 3.20 | 0.7305 |
The purpose of this part is to investigate the students’ utilization of the classroom in the offline classroom in blended learning, which is different from the traditional offline classroom, the offline classroom in blended learning complements the online classroom, and the students’ unresolved problems in the online classroom should be properly solved in the offline classroom. The utilization situation is shown in Table 5, and the mean values of the four questions in the table are 3.26, 3.14, 3.11, 3.03 respectively, which shows that most of the students can solve the problems left over from online learning in the offline classroom in blended teaching, but nearly half of the students responded that they did not have a good mastery of the key difficulties in the online classroom and the offline classroom.
The students’ opinion of the teaching center of mixed teaching is statistically
| Question | N | Minimum value | Maximum value | Mean | Standard deviation |
|---|---|---|---|---|---|
| I think offline teaching can be a good solution to the online legacy | 50 | 1 | 5 | 3.26 | 0.8425 |
| I think we should put the abstract knowledge in the offline presentation | 50 | 1 | 5 | 3.14 | 0.8007 |
| I prefer to discuss problems with teachers and classmates online | 50 | 1 | 5 | 3.11 | 0.8325 |
| After the online autonomous learning task is complete, I can also keep the class in high efficiency | 50 | 1 | 5 | 3.03 | 0.8659 |
With the rapid development of network technology, the blended teaching with the help of modern information technology skillfully integrated into the teaching of Civics class is introduced, and the fusion of online and offline Civics teaching mode is proposed to improve the quality of Civics teaching and courses. As analyzed by the empirical study, after integrating online and offline blended Civics teaching, there is a significant difference between the performance of students in the experimental class and the control class, with a p-value of 0.05 below the significant level. There has been a significant improvement in learning interest, learning attitude, cooperative spirit, and emotional will quality. Most students can accept the change from traditional classroom teaching to blended teaching and believe that blended teaching can help students complete their learning tasks efficiently. Most students can utilize the offline classroom to solve the remaining problems of online learning.