A Comparative Study on the Learning Effects of Offline, Online and Blended Teaching Modes

Shaojun Ji; Fangfang Shi

doi:10.54097/9seg2487

Authors

Shaojun Ji
Fangfang Shi

DOI:

https://doi.org/10.54097/9seg2487

Keywords:

Students’ learning effects; offline teaching; online teaching; blended teaching.

Abstract

This study comparatively analyzes the learning effects associated with offline, online, and blended teaching modes within a tourism program. The findings suggest that offline instruction is particularly effective in promoting real-time interaction, hands-on practice, and collaborative learning. In contrast, online modes provide flexibility and accessibility but often face challenges in maintaining student engagement and fostering critical thinking skills. Blended learning is identified as a balanced approach, combining asynchronous online components such as AI-driven adaptive quizzes and virtual discussions with structured offline workshops to accommodate diverse learning preferences. Although blended teaching demonstrates adaptability in integrating theoretical knowledge with practical application, its effectiveness depends on overcoming barriers to establish inclusive, learner-centered environments that uphold the indispensable role of human mentorship in nurturing creativity and problem-solving abilities.

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