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This study aimed to investigate the teaching effect of the blended BOPPPS based on an online and offline mixed teaching model ("B + BOPPPS") in the course of fermentation engineering in applied universities. The participants were 142 undergraduates majoring from the course of fermentation engineering in Food Science and Engineering in 2019 and 2020 in Huanghuai University, Zhumadian city, Henan province, China. The students in the control group (68 students) were taught in 2019, and the students in the experimental group (74 students) were taught in 2020. The traditional teaching method and "B + BOPPPS" were implemented, respectively. The teaching effect was evaluated using the questionnaire survey of course satisfaction and theoretical knowledge test. The results showed that the scores of the theoretical knowledge test in the experimental group adopting "B + BOPPPS" were significantly higher than those in the control group, and the difference was statistically significant (p < 0.01). The students had a good evaluation of the "B + BOPPPS" in many aspects, which included achieving learning goals, providing in-depth understanding of knowledge points, stimulating interest in learning, training in the ability to analyze and think about problems, and so on. The results suggested that "B + BOPPPS" could stimulate students' interest in learning and improve their subjective initiative. They could also improve students' ability to master and apply knowledge, which was conducive to improving the theoretical teaching quality of the course of fermentation engineering.
Li et al. (Fri,) studied this question.