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Economic Benefits of Blended Teaching Mode in the Knowledge Economy Era: A Case Study of College English Course

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  • Ruishu Wang

    (Foreign Studies College, Northeastern University)

Abstract

The era of the knowledge economy is defined by the pivotal role of knowledge and information in economic production, dissemination, and utilization. Information technology stands as a cornerstone in propelling the advancement of the knowledge economy. The transformative impact of information technology has been a driving force in ushering in the knowledge economy era. Amid this backdrop, the blended teaching mode emerges as a novel pedagogical approach infused with information technology, demanding an evaluation of its economic merits as it gains traction in educational practice and adoption. The implementation of blended teaching modes within university settings necessitates considerable investments from educators, encompassing teaching efforts, human resources, and technological infrastructure. The linchpin in introducing blended teaching modes is whether they yield a superior economic benefit that justifies the resources expended. To scrutinize whether the blended teaching mode possesses the potential for heightened economic benefits, this study embarks on an empirical journey, investigating its influence on student learning outcomes through rigorous experimentation. This investigation formulates twelve research hypotheses designed to explore intricate relationships between latent constructs through multiple linear regression tests. The study’s findings confirm that the blended teaching mode can generate heightened economic benefits. These outcomes underscore the pedagogical and economic promise inherent in the integration of technology and innovative teaching methods within higher education, aligning with the imperatives of the knowledge economy.

Suggested Citation

  • Ruishu Wang, 2024. "Economic Benefits of Blended Teaching Mode in the Knowledge Economy Era: A Case Study of College English Course," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(3), pages 13049-13096, September.
    • Handle: RePEc:spr:jknowl:v:15:y:2024:i:3:d:10.1007_s13132-023-01595-0
    DOI: 10.1007/s13132-023-01595-0
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    References listed on IDEAS

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    1. Elias G. Carayannis & Joanna Morawska-Jancelewicz, 2022. "The Futures of Europe: Society 5.0 and Industry 5.0 as Driving Forces of Future Universities," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 13(4), pages 3445-3471, December.
    2. Szymkowiak, Andrzej & Melović, Boban & Dabić, Marina & Jeganathan, Kishokanth & Kundi, Gagandeep Singh, 2021. "Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people," Technology in Society, Elsevier, vol. 65(C).
    3. Wei Zheng & Yu-Yu Ma & Hung-Lung Lin, 2021. "Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students," SAGE Open, , vol. 11(4), pages 21582440211, November.
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