Proceedings of the 2024 3rd International Conference on Educational Science and Social Culture (ESSC 2024)

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Analysis of Influencing Factors on the Effectiveness of Blended Teaching in Military Professional Education from the Perspective of Trainees: Qualitative Research based on Grounded Theory

Authors
Yaliang Che1, *, Deqiang Ding1, Balin Tian1, Cheng Bai1
1College of Information and Communication, National University of Defense Technology, Wuhan, China
*Corresponding author.
Corresponding Author
Yaliang Che
Available Online 3 April 2025.
DOI
10.2991/978-2-38476-384-9_13How to use a DOI?
Keywords
military professional education; Blended learning effectiveness; Influencing factors; Grounded theory; Semi-structured interview
Abstract

In view of the current issue in military professional education that the lack of student participation in blended teaching design, implementation, and evaluation results in a lack of evidence for optimizing and adjusting teaching models, thereby affecting teaching effectiveness, this study employed grounded theory and semi-structured interviews to analyze the factors influencing the blended teaching effectiveness of military professional education from the perspective of students. Research shown that students’ cognitive factors, learning motivation factors, teaching effectiveness cognitive factors, teachers’ teaching resource factors, teaching content factors, teaching organization factors, teaching method factors, as well as the talent cultivation planning factors and teaching planning factors of the teaching management department are the key factors affecting the effectiveness of blended learning. This conclusion provides ideas for teachers to develop courses, design and evaluate blended learning, and also provides reference for teaching management departments to optimize talent training programs and teaching plans.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2024 3rd International Conference on Educational Science and Social Culture (ESSC 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
3 April 2025
ISBN
978-2-38476-384-9
ISSN
2352-5398
DOI
10.2991/978-2-38476-384-9_13How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Yaliang Che
AU  - Deqiang Ding
AU  - Balin Tian
AU  - Cheng Bai
PY  - 2025
DA  - 2025/04/03
TI  - Analysis of Influencing Factors on the Effectiveness of Blended Teaching in Military Professional Education from the Perspective of Trainees: Qualitative Research based on Grounded Theory
BT  - Proceedings of the 2024 3rd International Conference on Educational Science and Social Culture (ESSC 2024)
PB  - Atlantis Press
SP  - 103
EP  - 110
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-384-9_13
DO  - 10.2991/978-2-38476-384-9_13
ID  - Che2025
ER  -