Design and Effect Analysis of “Online-Offline Blended Teaching” for Public Ballroom Dance Courses in Colleges and Universities
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Abstract
In response to the educational digital transformation strategy, this study constructs an online-offline blended teaching system for public ballroom dance courses in colleges and universities to overcome limitations of traditional teaching and achieve personalized adaptation. Using literature review, teaching experiment, questionnaire survey, interview, and mathematical statistics, a one-semester experiment is conducted with two parallel classes of public ballroom dance courses, with 45 students in each class. The experimental group adopts the blended teaching model, while the control group uses the traditional offline teaching model. Teaching effects are evaluated from academic performance, skill development, theoretical literacy, autonomous learning ability, and learning satisfaction. The results show that the experimental group achieves significantly higher midterm and final skill and theoretical scores than the control group, with final exam differences reaching P < 0.01. The improvement rate of underachieving students in the experimental group reaches 21.3%, and overall student satisfaction is 93.3%. Qualitative feedback is incorporated into optimization suggestions, confirming that blended teaching can improve learning outcomes and teaching quality in public ballroom dance courses.
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