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Research and Practice of Blended Teaching Model for the Course 'Introduction to Big Data' in Business Administration under the New Business Education Context

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DOI: 10.23977/aduhe.2024.060305 | Downloads: 8 | Views: 112


Zongjing Liang 1, Dongqiao Pei 1, Yun Kuang 2, Xiaobo Liang 3, Hui Li 3


1 School of Economics and Management, Guangxi Normal University, Guilin, China
2 Library, Guilin Normal College, Guilin, China
3 Center for Network and Educational Technology, Guilin Normal College, Guilin, China

Corresponding Author

Hui Li


This paper proposes a teaching model framework for the course "Introduction to Big Data" under the new business education context. The model integrates the Project-Based Learning (PBL) teaching model with a blended online and offline teaching approach and has been successfully applied in undergraduate and postgraduate curriculum teaching reform. The paper begins by outlining the background and urgency of offering the "Introduction to Big Data" course, followed by an introduction to the blended teaching model framework that combines project-based learning and online-offline teaching methods. It then details the teaching objectives, content, process, and assessment steps of the blended teaching model. Subsequently, the paper discusses the application of this model in the teaching practice of the "Introduction to Big Data" course and analyzes its teaching effectiveness through survey questionnaires. The assessment results indicate that both learning outcomes and teaching methods have achieved satisfactory results. The conclusions of this study provide practical references for the teaching reform of "Introduction to Big Data" courses in the era of new liberal arts and business education.


New Business Education; Big Data Teaching; PBL Teaching Model; Blended Online and Offline Teaching Model


Zongjing Liang, Dongqiao Pei, Yun Kuang, Xiaobo Liang, Hui Li, Research and Practice of Blended Teaching Model for the Course 'Introduction to Big Data' in Business Administration under the New Business Education Context. Adult and Higher Education (2024) Vol. 6: 27-34. DOI:


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