Combining small private online courses with smart classrooms

Exploration and practice of a blended teaching model based on “SPOC + smart classrooms”  

Gou Naying, Zhang Guangya, Jin Guowang

Qing Zhujun, Qi Jiangtao  

Guangdong Ocean University  

Abstract:This case proposes a hybrid teaching model that integrates the environment of smart classrooms with SPOC platforms. A comprehensive teaching system covering “pre-study before class, in-class learning during class, and extended learning after class” is established. After three years and six semesters of implementation with 3,753 students, the student satisfaction rate reached 90%, and the students won more than 50 awards in competitions. This approach effectively addresses the problems associated with traditional teaching, such as theoretical gaps, low participation, and insufficient personalization. It provides a replicable model for educational reform in smart classroom environments.    

Keywords:SPOC; Smart classrooms; Hybrid teaching    

With the further development of educational informatization and the digital transformation of universities, the methods of classroom teaching and learning in higher education institutions have undergone significant changes. Higher education institutions need to update their teaching strategies in order to adapt to the trends of educational informatization. In order to promote smart teaching and facilitate classroom teaching reforms, Guangdong Ocean University successfully built and put into use five smart classrooms in March 2021. However, during the use of these smart classrooms, we observed that although many teachers applied for access to these smart classrooms, they often simply transferred the traditional teaching model into the smart classrooms, maintaining the traditional model where teachers are the center and students are passive recipients. This approach fails to fully utilize the potential of smart classrooms, nor does it effectively enhance students’ innovation and practical skills; it goes against the core principles of educational informatization. Based on this, Zhang Guangya, the director of the Modern Educational Technology Center at Guangdong Ocean University, and his team, in response to the needs of national efforts to develop informatized teaching in universities and to carry out classroom teaching reforms, and drawing on the experiences of online teaching platforms at home and abroad in terms of the development of informatized resources, successfully applied for a key project related to educational and teaching reform in Guangdong Province. They have begun to explore the implementation of a blended teaching approach for the elective course “Information Security Protection in the Mobile Internet Era” using SPOC (Small Private Online Course) methods. The goal is to create a blended teaching model based on “SPOC + smart classrooms”, thereby helping teachers to expand their teaching methods, fully utilize the support provided by the smart classroom environment for teaching activities, and further improve the effectiveness of classroom teaching. This also provides practical guidance for frontline teachers in using smart classrooms for teaching.  

1. Problem analysis  

“Information Security Protection in the Mobile Internet Era” is a practical, timely, and interdisciplinary course. It is a general education course offered by the school to all undergraduate students. The course content covers cutting-edge areas such as mobile device security, data encryption techniques, network attack prevention, and privacy protection. The aim is to enable students to understand the theoretical foundations of information security in the information age, enhance their awareness of information security, and also improve their core skills in vulnerability detection and risk assessment through practical exercises.  

However, the traditional teaching model presents three major problems during course implementation: First, there is a gap between theory and practice. In the field of information security, technologies evolve rapidly, while the content of textbooks remains outdated. Lectures often focus on classic theories, making it difficult for students to access the latest technologies. Second, student participation is insufficient. The courses involve many abstract concepts, and under the traditional “teacher-led” teaching approach, students merely passively receive knowledge. Group collaboration and in-depth discussions are limited. Third, personalized guidance is difficult to provide. Students have varying levels of information literacy (some come from different majors, some have no programming experience, while others have already participated in CTF competitions). It is difficult to maintain a uniform teaching pace that suits each student’s needs. After-class help relies on in-person tutoring, which is inefficient.  

II. Research and demonstration  

(1) Strategies for establishing a hybrid teaching model of “SPOC + smart classrooms”  

In order to overcome the problems of “simple transplantation and unused functions” of traditional teaching models in smart classrooms, as well as the contradictions encountered during the implementation of the course “Information Security Protection in the Mobile Internet Era”, the team, based on the actual conditions of the school, proposed a hybrid teaching model called “SPOC + Smart Classroom”. This model focuses on “precise provision of online resources + in-depth interaction in offline scenarios” as its core principle. It breaks through the limitations of traditional teaching, which focuses solely on individual classroom activities. Supported by hybrid learning theory and constructivist learning theory, and combining practical experiences in information-based teaching at domestic and international universities, this model creates a comprehensive teaching system that covers the entire process of “pre-study before class – in-depth learning during class – extended learning after class” (see Figure 1). The specific strategies for implementing this model are as follows:  

(1) Before class: Precise provision of resources and learning driven by tasks. The teaching model is designed starting from “student situation analysis”. Through the integration of the SPOC platform and the smart classroom management system, dynamic integration of teaching resources and precise assignment of hierarchical tasks are achieved. The specific operations involve three steps: dynamic integration of resource libraries, design of hierarchical tasks, and data collection for learning.  

(2) During classes: A blend of online and offline learning, with deep interaction in various scenarios. The core objective of these class activities is to overcome challenges associated with online learning, enhance practical skills, and promote deeper collaboration. By leveraging the features of smart classrooms—such as multi-screen interaction, real-time feedback, and realistic scenarios—organic integration of online self-study and offline interaction can be achieved.  

(3) After class: Data-driven reflection and closed-loop improvement of evaluation. The after-class phase focuses on “tracking learning outcomes and optimizing teaching strategies”. Through a diversified evaluation system that combines “process evaluation and outcome evaluation” with a reflection mechanism based on “data feedback and strategy optimization”, the teaching model can be continuously improved.  

(2) Practice and evaluation of teaching effectiveness of the “SPOC+Smart Classroom” hybrid teaching model  

The specific implementation period of this case has lasted for three years and six semesters. A semester is considered one cycle, and a total of 3,753 people were involved in the teaching process. The specific implementation steps are as follows:  

Before the class: ① Dynamic integration of resources: Taking into account the “practicality, timeliness, and interdisciplinarity” characteristics of the course “Information Security Protection in the Mobile Internet Era”, industry white papers (such as the “2024 Mobile Internet Security Report”) are uploaded, as well as classic cases (videos based on film clips related to network security, cases related to ideological and political education in courses, and analyses of APP privacy leakage incidents), along with dynamic resources related to cutting-edge technologies. This ensures that knowledge updates and technological advancements are kept in sync. ② Hierarchical task distribution: Considering the differences in students’ information literacy levels (e.g., those with weak programming skills versus those participating in CTF competitions), teachers can assign three levels of online tasks through the teaching platform: basic tasks focused on concept understanding, advanced tasks focusing on principle application, and extended tasks that encourage exploration of cutting-edge topics. This approach meets the need for personalized teaching. ③ Data collection on learning: After students complete the online tasks, the platform automatically generates a “personal learning profile” (including data such as knowledge mastery levels, time spent on tasks, and frequently encountered errors), which is then compiled into a “class issue list”. This list is sent to the teaching terminals in the smart classrooms, providing data support for “targeted teaching” during the class.  

During class: Online teachers announce the learning content in advance, based on the actual classroom conditions and learning tasks. Students can log into the learning platform at any time within the specified time limit to study the basic knowledge on their own. The system automatically marks the content that remains unclear, providing guidance for offline discussions. Offline learning is supported by smart classrooms. These smart classrooms are equipped with hardware such as intelligent interactive screens, discussion tables for groups, recording systems, and IoT teaching terminals. They can achieve three core functions: “multi-screen interaction, immediate feedback, and realistic scenarios”. In the context of internalizing knowledge, the “online self-study + offline discussion” model is used; small-group discussions are held to address the “common mistakes” identified by the online learning platform, and the understanding level is checked immediately through group voting functions. In the context of practical reinforcement, virtual simulation platforms are utilized; students simulate attack scenarios through IoT terminals, while teachers monitor the operation process in real time via the teaching screen and provide guidance.  

After class: ① A diversified evaluation system is implemented. The “online learning data” recorded by the online teaching platform (such as video completion rate, test accuracy, and quality of discussions) is combined with the “classroom behavior data” collected by the smart classrooms (such as participation in group discussions, accuracy in experimental operations, and scores from expert feedback). The evaluation weights are set at “online learning (30%) + classroom interaction (40%) + comprehensive practice (30%)” to fully reflect the students’ entire process of “knowledge acquisition – skill improvement – competency development”. ② Personalized supplementary learning resources are provided based on the students’ “personal learning profiles” and evaluation results. Customized supplementary materials are offered for those who have not achieved the required level of knowledge; recorded videos are provided for those who have limited knowledge, and “one-on-one Q&A” options are available to meet the diverse learning needs of students. ③ Dynamic optimization of teaching strategies: After each learning session, teachers log into the recorded video platform to watch the teaching videos, carefully analyze and reflect on their teaching methods, and then improve them. In addition, at the end of each semester, through individual interviews and surveys, teachers learn about students’ views and feelings regarding the blended teaching model based on “SPOC + smart classrooms”. This helps to obtain a more comprehensive and objective evaluation of the teaching model. Based on the issues encountered in teaching practice, the teaching model is revised and improved, so as to continuously optimize teaching activities and content. Teachers, taking into account student feedback and statistical data (for example, “82% of students believe that virtual experiments improve practical skills” and “35% of students suggest increasing the proportion of industry-related cases”), conduct reflective teaching activities from various aspects such as “time allocation between online and offline learning” (e.g., whether the duration of experimental sessions should be extended) and “suitability of resources” (e.g., whether the cases are relevant to current technologies). This creates a closed-loop improvement mechanism of “problem identification – strategy adjustment – re-practice”, thereby continuously enhancing the adaptability of the teaching model and courses.  

(3) Research results  

1. Student cultivation

The hybrid teaching model of “SPOC + Smart Classrooms” has been implemented for 6 semesters. A total of 3,753 students took these courses. The teaching results were significant: students’ academic performance improved markedly, and their innovation abilities also enhanced. According to the satisfaction surveys, 90% of students believed that “online resources effectively helped them understand difficult concepts”, and 85% said that “offline discussions helped them overcome gaps in their learning”. Through this course, student teams were formed, and students received advanced cybersecurity training. They participated in national competitions such as the National College Students’ Information Security and Countermeasures Competition, the Strong Net Cup National Cybersecurity Challenge, and the Yangcheng Cup Cybersecurity Competition. The students won over 50 awards, including first and second prizes in national competitions. In 2023, the school received the Best Organization Award in the BRI and BRICS Countries Skills Development and Technology Innovation Competition. Teachers of the course, including Zhang Guangya and Jin Guowang, were repeatedly awarded the title of Outstanding Instructors.  

2. Teacher development

The course instructor’s presentation titled “How Much Do You Know About Information Security?” participated in the 2022 Educational Informatization Works Exhibition of Higher Agricultural Institutions and was awarded “Best Presentation”. The micro-lecture titled “Do You Know What a Hacker Is?” participated in the 2023 Agricultural Institutions’ Educational Informatization Works Exhibition and received the “Excellent Micro-lecture” award. The micro-lecture “Network Firewall” also received the “Outstanding Micro-lecture” and “Excellent Micro-lecture” awards during the 2024 Agricultural Institutions’ Educational Informatization Works Exhibition. The teachers in the course team published three papers publicly based on the course projects, effectively promoting the teaching model.  

3. Case promotion

In addition, the team of course instructors, based on the teaching practices of this course, received one award from the Department of Higher Education of the Ministry of Education in the 2022 industry-education collaboration program for collaborative education development project (“Practical Information Security Protection in the Mobile Internet Era”). Two training sessions on network security were organized for all faculty and students. Through various activities such as competitions and questionnaire surveys, the awareness of information security and the skills related to information protection of teachers and students were effectively improved. The team also developed one teaching case, which was shared among schools and peer institutions (through participation in information technology project exhibitions), providing a reference for other teachers. Moreover, the team members actively promoted their successful experiences, and provided guidance to school teachers in creating micro-lecture materials. As a result, teachers in higher agricultural institutions achieved excellent results in the information technology project exhibitions held between 2022 and 2024.  

4. School construction

The team has actively provided suggestions for the school’s information technology development through research on teaching reforms in smart classrooms. They have also developed and improved multimedia construction plans. So far, the construction of new multimedia classrooms (smart classrooms) has been completed at Huguang Campus – 27 classrooms with a budget of 9,700,000 yuan; at Guangxue Building – 16 classrooms with a budget of 2,000,000 yuan; and at Xiashan Campus – 20 classrooms for graduate teaching with a budget of 2,000,000 yuan. A comprehensive online and offline integrated teaching system for all 323 multimedia classrooms at Zhanjiang Campus has also been established. This achievement has been put into use, and it received unanimous praise from the evaluation experts during the new round of undergraduate education assessment at the school.  

III. Conclusions and insights  

This case shows that the “SPOC + smart classrooms” hybrid teaching model effectively addresses the problems of theoretical gaps, low participation rates, and lack of personalization in the “Information Security Protection in the Mobile Internet Era” course. By providing precise online resources and enabling deep interaction in real-world scenarios, this model significantly improves students’ practical skills and innovation capabilities.

(1) Technical tools should serve the fundamental purpose of teaching.

The use of SPOC and smart classrooms is not merely about pursuing technological advancement. During the application of these technologies, it is essential to keep students at the center of all efforts. All technologies are designed to help students better acquire knowledge. Our purpose in using information technology is to better meet the needs of modern education and improve the quality and efficiency of teaching. The combination of SPOC and smart classrooms provides students with a more flexible and interactive learning environment, making the learning process more personalized and efficient. Through this innovative teaching approach, students can access a richer and more diverse range of learning resources. At the same time, teachers can use technical tools to better track students’ progress and adjust their teaching strategies accordingly, ensuring that every student makes real progress during the learning process.

(II) The role of teachers should shift from “instructors” to “designers”

In the context of the information age, the role of teachers has become more diverse. Therefore, teachers must possess basic information technology skills, including the ability to think in terms of data, to integrate resources, and to create appropriate learning environments. They also need to be proficient in computer network technologies and familiar with the entire process of online learning. Teachers should monitor students’ learning progress dynamically to ensure the continuity and effectiveness of teaching activities. At various stages of teaching—before, during, and after teaching—teachers should design and implement different teaching plans and objectives. In the pre-teaching stage, teachers need to conduct a thorough analysis of students’ needs; during teaching, they should continue to use task-based teaching methods, emphasizing task-based learning and key points; in the post-teaching stage, scores can be recorded using SPOC systems, and students’ self-directed learning outcomes can be evaluated through online platforms. This allows for further reflection on teaching practices and a deeper analysis of the shortcomings in the teaching process. Therefore, teachers should continuously enhance their professional skills and adopt a lifelong learning approach.

(III) The promotion of the model should be tailored to the characteristics of the courses

For courses that require practical application and rapid knowledge updates (such as network security and artificial intelligence), the advantages of blended learning are more pronounced. For theoretical courses, it is necessary to carefully determine the ratio of online and offline instruction, to avoid simply adopting blended learning as a trend. Not all courses are suitable for blended learning; the teaching model should be chosen according to the characteristics of each course. Practice has shown that blended learning can effectively stimulate students’ interest and improve learning outcomes. However, it is important to avoid following trends blindly, and to ensure a seamless integration of technology and teaching content in order to fully leverage its benefits. During the implementation process, attention should also be paid to student feedback, and teaching methods should be continuously improved to maximize teaching effectiveness. Additionally, schools should provide appropriate technical support and training to help teachers better adopt new models, thereby improving overall teaching quality. Moreover, schools should establish a comprehensive evaluation system to regularly assess the effectiveness of blended learning, and promptly address any issues that arise during implementation. Through data analysis, it is possible to accurately identify students’ learning needs and weaknesses, and further optimize teaching resources, ensuring continuous improvement and innovation in the blended learning model.

(4) Actively create a smart teaching environment

Actively create a smart teaching environment. Teachers need to change their traditional teaching concepts and actively adopt task-based teaching models such as SPOC. In teaching activities, attention should be paid to the individual learning needs of students, so that students at different levels can engage in differentiated learning. At the same time, students should be guided to change their learning methods. The SPOC teaching model integrates online and offline teaching resources, and adopts a combination of both to facilitate teaching. Therefore, schools should actively build smart classrooms. In this way, the quality of teaching and students’ learning efficiency can be effectively improved, providing students with a more diverse and comprehensive learning experience. The construction of smart classrooms involves not only the upgrade of hardware facilities, such as installing advanced multimedia teaching equipment, but also the enrichment of software resources, such as offering a variety of online courses and interactive platforms, thereby creating a comprehensive and multi-dimensional learning environment for students. Smart classrooms also include the installation of intelligent data analysis systems that monitor teaching effectiveness in real time, helping teachers to teach more effectively.