On blended learning in teaching adult education computer network in the application

Abstract: In the hybrid learning theory Research, analysis, based on the guidance of adult Education "Computer Network" teaching reform with the characteristics of adult Education and curriculum from classroom teaching, learning and teaching of three experiments described in detail the implementation of the reform process proved to reform in line with adult students learning needs, develop the student's ability to improve the quality of teaching.

Keywords: blended learning, Computer Networks, teaching

Teaching in adult Education, "Computer Network" as a professional Computer and related open a compulsory course, a theoretical complex, abstract concepts, practical and other characteristics, students generally reflect the content of jerky hard to understand teaching, interest in learning is not high, theory and practice gap, teaching is not satisfactory the same time, adult students in the learning process there is the knowledge base is weak, poor motivation to learn, learning problems and low and therefore targeted to adult Education "Computer Network" to reform teaching is to improve the quality of teaching for the community to develop open, the only way practical talents.

A hybrid learning theory
Blended learning originated in the late 1990s corporate training [1]. The object of corporate training are serving officers, are areas of adult Education, so the mixed adult education learning principles applied to teaching practice, to guide the Computer Network the reform of teaching mode, highly relevant and applicable.

Blended learning (Blended Learning is based on the traditional face to face teaching (Face-to-Face) and remote online learning (E-learning, after the formation of deep reflection, is the integrated use of different learning theories, different techniques and tools and different application of teaching methods to implement a strategy [2] it face to face learning and by integrating online learning, will combine the advantages of both the effective use of modern communication technology, teaching, learning environment, to meet the needs of learners to promote learning. using blended learning in teaching concepts, you can avoid only teachers or student-centered one-sided thinking, in the teaching process, not only embodies the students as learning subjects enthusiasm, initiative and creativity, but also give full play to inspire teachers to guide, monitor the leading role, students and teachers leading role in the dominant position of the organic unity of complementary advantages, access to simple classroom and online learning can not be achieved [3]
Second, the blended learning in the "Computer network" course teaching
"Computer Network" teaching contents, related to the wide range of knowledge, basic theory and principles of abstraction from teaching students older, memory loss, poor foundation, lack of confidence on the characteristics of learning, more students in this big the difficulty of courses, so we make reasonable adjustments to the teaching content based on learning theory based on a hybrid analysis and understanding, focus from classroom teaching, learning and practical aspects of teaching for three aspects of reform.

(A variety of teaching
In teaching methods, teaching style and the traditional analog, case-based, heuristic, inquiry-based teaching methods and other organic combination, according to the teaching content for flexible use, such as the "network layer", "data exchange "and other abstract principles and concepts, students understand more difficult by using" postal system to distribute e-mail, "" telephone exchange operator "and other people familiar with the daily affairs of life analogy, reached a lower degree of difficulty, the purpose of deepening the impression As the character of an independent adult, want to communicate with teachers on an equal footing and to be recognized and respected, and generally have a professional background, therefore, heuristic, inquiry-based, case-based and other teaching methods suitable for use in adult education teaching, for example, in explaining LAN, wireless network, Internet application technology, content, student-unit analysis of the network and the Internet as an object from the topology, network formation technology, the agreement applied to network management, security, etc. one by one with students to explore. The side of the case greatly inspired the students the knowledge and technology initiative for the network's desire to explore, recognize the learning content of the actual work is helpful to fully mobilize the interest in learning in the teaching of the implementation process, through a case statement, asked the question, seminars and other forms to guide students to actively participate in teaching activities, students explore, analyze and solve practical problems.

In teaching methods, through the PPT, video, Flash animation and other multimedia technology, mixed use, the teaching content visualization, personification, the jerky book knowledge through lively forms, reducing the difficulty of understanding, which greatly improved student interest in learning.

Variety of classroom learning to break the boring atmosphere, creating a lively form of learning space, highlighted the dominant position of the learner to improve student learning initiative by the adult students in general.

(Two web-based self-learning and collaborative learning
Self-learning is adult students learning the main form, but also adult education is a major feature. As information technology is the rapid development and popularization of the Internet, online learning has become as teaching students self-learning the main form and it broke through time and space constraints, learning flexibility of time and space, convenience, autonomy on methods for adult learners to provide a convenient platform for learning.

However, adult students learning ability is weak, self-planning, self-control ability is poor, simply ask students to use the Internet for online learning is not ideal, but problems in the learning process of others can not timely help can be seen, the network environment adult self-learning mode should be a systematic, standardized system of learning behavior [4], so we have established a "Computer network courses," online learning system, which includes learning support, learning exchanges and learning tracking module . learning support module not only provides a wealth of learning resources and learning allows learners to build their own files, upload jobs and learning to self-test. Links to free download http://www.hi138.com Learning Exchange modules for students and teachers, between students and students provide timely communication channel for online collaborative learning to carry out a platform. among students through forums, QQ, MSN, E-mail and other forms of problems, exchange ideas, show learning outcomes the teacher to take the lead role, to grasp the direction of the discussion can also help students to answer the first time, in the learning process to solve problems and difficulties learning to track online learning module to enhance the effect of providing a personalized service it through the learner's learning time, learning content, job submission and so recorded, real-time monitoring student progress and efficiency of self-study, analysis of student learning behavior, adjust learning tasks for teachers, online learning evaluation and provide the basis for teaching feedback. The application of e-learning system had lax, inefficient, ineffective form of self-change in the teachers guide, under the supervision of a systematic study of behavior, to help adult students learn planning, improve their self-learning ability to cultivate the spirit of collaborative learning, improving learning played a very active role.

(Three "three-pronged" principle experimental teaching
"Computer network" is a very practical course, experimental teaching is essential. After Adult Education Courses in experiments conducted on the basis of careful analysis concluded with the characteristics of adult education, we propose a "computer network" Experimental Teaching The "three-pronged" principle. The so-called "three combinations" refers to the actual test content and student work combining experiments with virtual simulation technology, experiment with course design elements combined.

1 experimental and student work realities. Since the majority of adult students with work experience, and there is guidance through the experimental actual job requirements, so we try to choose the design of experiments applied, interesting, inspiration can inspire students For the experimental subjects and creation so that can fully tap their potential to mobilize the enthusiasm, but also help solve practical problems in their work, so that students interested in doing experiments, willing hands to complete.

2 experiments with a combination of virtual simulation technology. For the adult education field and laboratory equipment, experimental stress, students generally want to be able to arrange according to their own spare time experiments, adult education has been plagued by the effective implementation of experimental courses, and even some professional thus abolished the experimental class. Network simulation technology experimental teaching can solve these problems. The use of virtual tools to build a virtual lab environment, the full extension of the connotation and extension of the laboratory, breaking the time and space constraints, which saves space and equipment for students and can be flexible arranged according to their own time to do experiments in a computer network experiment through virtual tools (such as NS2 network protocols, topology, network performance simulation analysis, to enable students to visually see the behavior of network protocols, understanding of various factors on network performance, visualize the abstract concept, the boring the principle of concrete [5] which both the training and practical ability of students to deepen understanding of the principles of the network.

3 units combined experimental and curriculum design, according to network characteristics of the course, some experiments require the use of different sections of content knowledge point using course design approach can be a good knowledge of the various points organically through them, through practice so that students from the whole point of experience and perception of network technology, to apply their knowledge of the purpose of order to ensure the quality of curriculum design to achieve the teaching objectives, the need to pay attention to the following aspects: (1 difficulty of the subject should be moderate, according to adult learning the degree of practical ability and leisure time and other factors set the difficulty of the subject (2) careful organization of the implementation process at the beginning of teaching, teachers, students should be made to a design layout, according to the size of the workload in the form of a voluntary group of students . Along with the progress of teaching and unit test, students according to their knowledge, under the guidance of the teacher step by step course design (3 teachers should from time to time to check each group's progress and completion, the students take the initiative to find the problem in a timely manner for help. curriculum so that students will not only theoretical knowledge learned in the cell experiments and practical experience gained for the use of a comprehensive and effective combination of different levels, knowledge of different industries, so that adult students get their own professional advantage full play, enhance mutual learning between the students the spirit of collaboration, improve the comprehensive analysis of issues, problem-solving ability in practice.

Practice has proved that this kind of hybrid learning theory, financial knowledge, and fun, interactive, practical, in one form of teaching to fully mobilize the students interest in learning, for the development of adult students ability to learn and cultivate innovation has played a active role in enhancing the quality of teaching, with good teaching results.

References:
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[2] Yang Li, ZHAO Dong-sheng. Model-based platform for blended learning Research [J]. Capital Normal University (Natural Sciences), 2010,31 (1) :6-9
[3] Zhu Zhiting, Meng Qi. Distance Education blended learning [J]. China Distance Education, 2003, (19) :30-33.

[4] Liang, Zhaohui Qin, Fu Wenbo. Web-based self-learning in adult education Research [J]. Continuing Education Research, 2010, (5) :21-23.

[5] Xie Hui, Wu Xiaoping, Li Lihua. To build a computer network using NS2 experimental curriculum [J]. Laboratory research and exploration, 2010,29 (01) :74-76 Links to free download http://www . hi138.com