Are Assignments and Assessments Necessary? — Influence of Micro-Course Utilization Methods on Blended

Abstract

The increasing convergence of online and offline teaching methodologies necessitates a comprehensive understanding of how to leverage micro-course resources for optimal educational outcomes. This research investigated the effects of various micro-course utilization strategies on undergraduate design students’ learning outcomes through comparative experiments in blended learning. The objective was to ascertain whether structured learning tasks, assessments provided by instructors, and monitoring of student progress could augment engagement and performance compared to an unstructured approach to micro-course content. A single-factor experimental design was employed, involving two entire classes from the same major over an 119-day period. The study concentrated on the influence of different micro-course usage methods on students’ online and offline learning behaviors, academic achievements, innovative capacities, and overall learning outcomes. Within a blended learning framework, introducing teacher-directed learning for select micro-course resources markedly enhanced students’ course participation, academic performance, innovative capabilities, and their enthusiasm and confidence in the course relative to self-guided learning across all courses. This investigation suggests that requiring students to watch micro-course videos within a specified timeframe and submit assignments for evaluation can substantially elevate their learning outcomes. These findings offer novel perspectives for educators in devising strategies for utilizing micro-course resources in blended learning, enabling them to deploy their efforts more judiciously and optimize instructional results.