Which combination of teaching methods lead to high level of effectiveness in offline-online mixed teaching? A configuration analysis based on fsQCA

The shift from offline or online teaching only to mixed teaching becomes an irreversible trend, driving teachers to incorporate various methods in teaching. This arouses a question that has not been previously answered: Which combination of teaching methods lead to high level of students' learning effectiveness? This study aims to address this issue using fuzzy-set qualitative comparative analysis. The analysis base on the practice of 36 tourism courses reveals that three configurations lead to high level of learning effectiveness, with core and peripheral causal conditions being derived. Theoretical and practical implications can be drawn for mixed method teaching.

Automated summary

This study addresses the issue of which combination of teaching methods leads to high levels of students' learning effectiveness through fuzzy-set qualitative comparative analysis. The findings reveal three configurations that result in high levels of learning effectiveness, with core and peripheral causal conditions identified. Practical and theoretical implications are drawn for mixed method teaching.