Author(s)

Huijun Sun ¹, Ning Yan ¹, Bin Li ¹

Affiliation(s)

¹ Beijing Union University, Beijing, China

Corresponding Author

Ning Yan

ABSTRACT

In the teaching of the school level public elective course "Interpersonal Communication Psychology", 30 students were selected as the control group and traditional teaching methods were adopted, while 30 students were selected as the experimental group and mixed teaching methods were used. Before and after class, the "Interpersonal Problem Scale" and a self-designed teaching effectiveness questionnaire were tested to examine the effect of mixed teaching on improving interpersonal problems among college students. Research has found that the competitiveness of students in the experimental group has significantly decreased; There are differences in interpersonal problems among college students of different genders, majors, and seat preferences; College students who believe that blended learning is effective are more sociable, dominant, and indifferent; 56.82% of students enjoy the interaction between teachers and students, and this group of students has a higher level of cooperation; Psychological measurement and other teaching activities that provide one-on-one feedback are most popular among students.

KEYWORDS

Interpersonal issues; Blended learning; teaching effectiveness

CITE THIS PAPER

Huijun Sun, Ning Yan, Bin Li, Analysis of the effectiveness of blended learning based on improving interpersonal problems. Applied & Educational Psychology (2024) Vol. 5: 114-120. DOI: http://dx.doi.org/10.23977/appep.2024.050315.

REFERENCES

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[4] Ma Yuanguang. The impact of interpersonal relationships on depression: a chain mediated effect of life satisfaction and life meaning [J]. Chinese Journal of Health Psychology, 2022, 30 (10): 1459-1463.
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