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Scientific Reports volume 14, Article number: 22740 (2024)
924
1
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The purpose of this study is to deeply explore the application of information mining technology in online entrepreneurship training courses, and to improve students’ learning effects and entrepreneurship success rate through systematic analysis and optimization of key data in the teaching process. With the development of online education, how to effectively use big data technology to meet personalized learning needs has become an important issue. This study takes several online entrepreneurship training courses as the research object, and uses information mining technology to extract and analyze students’ behavioral data during course participation, including data on study time, interaction frequency, assessment results, etc. Through machine learning algorithms and association rule mining, the research revealed the main factors that affect students’ learning effects and entrepreneurial success, and designed targeted teaching strategies, such as dynamically adjusting learning content, providing personalized feedback, optimizing learning paths, etc. Experimental results show that online courses using information mining technology significantly improve students’ knowledge mastery and entrepreneurial success rate, especially in terms of personalized learning experience and teaching efficiency. In addition, this study also explores the application prospects of information mining technology in future online education. It is believed that through the combination with artificial intelligence (AI) technology, the intelligence and adaptability of online courses can be further enhanced to meet more diversified learning needs.
In recent years, the rapid development of information technology and AI has brought unprecedented changes to education, especially in the field of entrepreneurship education. By utilizing AI technology, teaching content can be personalized and customized based on students’ learning behavior data, thereby effectively improving teaching effectiveness. As an important component of information technology, the Internet of Things (IoT) has penetrated into all aspects of education and has become an important force in promoting educational informatization. By connecting people and things, the IoT breaks the time and space limitations of traditional education and provides a more flexible and diverse way of learning1. The Outline of the National Medium- and Long-Term Education Reform and Development Plan (2010–2020) clearly proposes to attach great importance to the revolutionary impact of information technology on education and pay attention to the deep integration of information technology and education. As an advanced Internet education environment, the Blackboard online teaching platform came into being in this context. It provides teachers and students with an efficient and interactive learning platform by integrating multimedia resources such as sound, images and text. In entrepreneurship education, the combination of information mining technology and the IoT can not only improve teaching efficiency and effectiveness, but also cultivate students’ innovative consciousness and practical ability, and provide more talents with entrepreneurial spirit and ability for the society. This paper explores the design of online entrepreneurship training courses based on the Blackboard platform and its application and effect in college students’ entrepreneurship education.
The Blackboard network teaching platform under the IoT technology is an advanced, powerful and efficient Internet education environment2. In the teaching process, the platform is used to strengthen the virtual learning environment and most importantly to supplement the classroom teaching content. With the Internet as the medium, it can provide a network teaching management system for teachers and students to communicate and interact at any time. It is also a typical network course development tool. Blackboard online teaching platform is course – centered and integrates sound, image and text. It opens a new teaching method that combines traditional teaching with modern distance education and makes up for the deficiency of traditional teaching. The use of the platform for teaching activities can expand the learning space, realize the organic combination of traditional in-class classroom teaching and extracurricular network independent learning, well promote the interaction and information feedback between teachers and students, and improve the teaching efficiency and the teaching effect and teaching resource sharing. Blackboard is the only platform on the market that supports millions of users. It is also one of the largest online courses in the world, and is being used by more and more universities and other educational institutions around the world.
The main contribution of this paper is that it combines the characteristics of applied undergraduate colleges and proposes four basic steps for the design of innovation and entrepreneurship education courses through field research, and conducts an in-depth analysis of the course content. In view of the teaching characteristics and existing problems of innovation and entrepreneurship education, combined with the functions and characteristics of the blackboard online teaching platform, the teaching design is carried out from the aspects of teaching resources, teaching strategies, learning activities and teaching evaluation. The course development process is described from the perspectives of content design, interface design and structural design, which provides certain inspiration and guidance for the design of innovation and entrepreneurship education courses in applied undergraduate colleges, and provides reference experience for other teachers to use the Blackboard platform for online course design.
The innovation of this paper lies in the integration of information mining and IoT technologies into innovation and entrepreneurship education. This approach not only enhances teaching efficiency and effectiveness but also fosters students’ creativity and practical skills, preparing a greater number of entrepreneurial-minded talents for society. Additionally, the use of the Blackboard online teaching platform overcomes the time and space constraints of traditional education, offering more flexible and diverse learning methods. This stimulates students’ interest in learning and helps develop essential skills such as observation, data collection and analysis, practical application, and collaborative communication.
However, to further enhance the study and align it more closely with the evolving landscape of education, it is worth considering the integration of artificial intelligence technologies. By doing so, the intelligence and adaptability of online courses can be improved, offering personalized learning experiences and further enriching the educational process. This would ensure that the research remains relevant and addresses the increasing demand for intelligent, adaptive online education solutions.
Entrepreneurship education is an important way to closely combine higher education with social needs and improve the social service function of contemporary higher education. It is also an inevitable result of the general trend of education service society3. Foreign scholars have highly affirmed the significance and value of entrepreneurship education. Karimi et al. conducted an empirical study on the entrepreneurial intention and cognition of students who participated in the training courses related to entrepreneurship education. Research results showed that entrepreneurship education courses can significantly improve students’ entrepreneurial intention and cognition4. Ahmad believed that entrepreneurship education was not only an education that teaches business management skills, but more importantly, it fostered a new way of thinking and behavioral patterns5. Othman et al. proposed that the most important thing in entrepreneurship education was to integrate entrepreneurial spirit into the life of educated people6. Nabi et al. confirmed that American colleges and universities entrepreneurship education courses can not only provide students with the operational skills, business knowledge and social skills, but also help them improve the reflection ability and analytical ability7. Karimi et al. proposed that entrepreneurship education can enable the educated to have the vision and ability to identify business opportunities, while entrepreneurship insight, entrepreneurship knowledge and basic skills can be taught to students through entrepreneurship education8. In 2017, Ronstadt believed that entrepreneurship education can effectively cultivate the willingness, spirit and entrepreneurial thinking of the educated, and promote the improvement of the educator’s actual entrepreneurial ability9. In 2017, Dwivedi studied the current known teaching methods of entrepreneurship educators and the new field of entrepreneurship education. They emphasized that entrepreneurship education and teaching should be carried out through vocational training, imitation training, training based on design thinking, reflective teaching practice and other practice-based methods10.
In recent years, with the introduction of e-learning, m-learning and even u-learning, IoT sensing technology, especially RFID technology, has been widely applied in the construction of e-learning environment platform. Park has designed an e-learning platform based on the IoT to solve the problem of low completion rate of online education by taking advantage of the IoT11. Song et al. used the IoT technology to create a free learning system for remote virtual laboratory12. He proposed that if the IoT was applied to the network learning environment, the entire learning activity can be defined as a perceptible object13. Heinrichs believed that the IoT provided students with a broad intelligent learning environment14. In 2016, Daniel proposed a reference model to improve the learning effect under the IoT environment, providing a reference for the establishment of this research model15. In 2017, Chang and Bassue applied the digital micro-weather station supported by the IoT technology to primary school science education16. In 2017, Rana combined advanced measurement sensing technology with modern educational concepts to effectively support students’ formal learning, outdoor inquiry learning and regional collaborative learning17. In 2017, Balaji and Roy believed that the comprehensive practical activity course was a comprehensive learning activity that students can achieve independently under the guidance of teachers. It was a practical course that was closely related to their own life and social reality based on students’ experience, and reflected the comprehensive application of knowledge18. Zhao realized the operation from physical sensor operation to multimedia database, and information technology was integrated into the ongoing field work. According to the feedback, the student learning effect was significantly improved19. In 2018, Karlusch et al. introduced the IoT technology into education and carried out learning projects of “perceiving growth”, “perceiving campus” and “looking up at the stars” in primary schools20.
After experiencing some scientific inquiry activities in high school, college students have basically mastered certain experimental knowledge and started to develop from teacher demonstration activities to independent activities. With the continuous growth of age, the level of college students’ inquiry ability is constantly improved. College students are eager to be independent and willing to experience success in independent activities. Their awareness of inquiry and problem and abstract thinking ability are enhanced, and they are willing to accept intellectual challenges.
The learning environment of the IoT can provide great convenience for the development of courses, but it needs to be matched with the information technology ability of students, so as to produce better learning effect21. For students, the learning environment of the IoT is unfamiliar. The IoT is an extension and expansion of the Internet. Junior middle school students are familiar with the Internet and can independently use the Internet for data query and network interaction, etc. They have a certain foundation of information technology ability. Under the guidance of teachers, they can quickly master and adapt to the use of the IoT.
The construction standards of online courses based on Blackboard platform are as follows.
Firstly, qualification: the course content of Blackboard online teaching platform is complete and the design logic is reasonable, including course introduction, syllabus, teacher information, teaching schedule and other basic information. It can provide basic extracurricular learning materials and learning guidance, including frequently asked questions and solutions, reference materials and links to course – related resources. The construction of course resources includes complete electronic teaching plans, problem sets, etc., as well as course-related teaching video (video recording). The teaching resources can meet the basic needs of students’ independent learning through Blackboard online teaching platform.
In the course resource construction, there are complete electronic lesson plans, problem sets, and related teaching videos. The teaching resources can meet the basic needs of students to use the Blackboard online teaching platform for independent learning. The platform can be used to carry out teaching interactions such as placement and answering assignments. With a certain number of click-through rates, the curriculum construction meets the basic standards of the school-level quality courses.
Second, excellence: on the basis of the qualification, at least half of the courses are video and meet the requirements of quality open courses. Blackboard’s online teaching platform has complete curriculum construction and high technical level. The teaching platform can be fully utilized to carry out interactive teaching activities such as assignment and answering assignments, counseling, and discussion. The curriculum construction reaches the provincial quality curriculum standard, and the click-through rate of similar courses is leading, which has a certain demonstration effect.
This article proposes the standards for online course construction based on the Blackboard platform. The standards include qualifications and advantages and requirements include complete course content and reasonable design logic. Advantages include at least 50% of the courses are in video format and meet the open course standards.
In this study, a random sampling survey is conducted on a college, and 1080 questionnaires on curriculum design of entrepreneurship education for application-oriented undergraduate students are distributed. Among them, 990 valid questionnaires (including 774 male students, accounting for 78.18% of the total number of questionnaires; 216 female students, accounting for 21.82% of the total number of questionnaires) are recovered, and the effective recovery rate is 91.67%, which meet the basic requirements of the questionnaire survey. The questionnaire mainly investigates the current situation of entrepreneurship education from four aspects, including course objectives, course contents, course implementation and course evaluation of entrepreneurship education. This paper collects data through a random sample survey of universities. A stratified random sampling method is used to randomly select samples from students of different grades and majors to ensure the diversity and representativeness of the sample, thereby improving the extrapolation and reliability of the results to a wider population.
The data collection of this paper is conducted through a questionnaire survey, aiming to understand students’ experience and feedback on the online entrepreneurship training course based on the Blackboard platform. The questionnaire design includes multiple dimensions, such as course content, interface design, interactivity, and overall satisfaction. We used an online questionnaire tool to send the questionnaire link to students participating in the course through email and the course platform. In order to ensure the representativeness of the sample, the questionnaire covers students of different grades, majors, and backgrounds, and guarantees anonymity to obtain real and objective feedback.
The collected questionnaire data are analyzed by statistical software. First, the validity of the questionnaire is screened to exclude invalid and incomplete questionnaires. Next, descriptive statistical methods are used to summarize the data of each dimension, including mean, standard deviation, and frequency distribution. Then, correlation analysis and regression analysis are used to explore the relationship between the factors, with special attention to the correlation between interface design and student satisfaction. In addition, factor analysis is used to identify the main factors affecting student experience and provide a basis for interface optimization.
In order to verify the reliability and validity of the research results, multiple methods were used for verification. First, the sample data was divided into training set and test set by cross-validation method to verify the stability of the model. Secondly, reliability and validity tests were conducted to ensure the internal consistency of the questionnaire scale and the accuracy of measurement. In addition, small-scale in-depth interviews were conducted to supplement and verify the questionnaire results. By combining quantitative and qualitative analysis methods, the research results are ensured to have high credibility and explanatory power, providing a scientific basis for the improvement of course interface design.
The hypothesis testing method was used to verify the research results to ensure that the conclusions are statistically significant and reliable. The research hypothesis is “the interface design of online entrepreneurship training courses based on the Blackboard platform significantly improves students’ satisfaction and learning effects”, while the original hypothesis is “the course interface design has no significant effect on students’ satisfaction and learning effects”. Based on data analysis and hypothesis testing, the test results are interpreted. If the research hypothesis is supported, it means that the interface design of online entrepreneurship training courses based on the Blackboard platform does significantly improve students’ satisfaction and learning effects. If it is not supported, the research design and hypothesis need to be re-examined. There may be problems with the research hypothesis itself, or there may be deviations in the data collection and analysis process.
To better carry out the research on the curriculum design of entrepreneurship education, the questionnaire first surveys the students’ views on entrepreneurship, that is, the students answer the question “what is entrepreneurship”. The specific results are shown in Table 1:
It can be concluded from Table 1 that more than 66% of students choose “as long as the start of a business, it can be called entrepreneurship”, that is, most of them tend to agree with the concept of “entrepreneurship” in a broader context. Very few students limit “start a business” to “open a small shop”.
Questions 2, 3 and 4 of the second part of the questionnaire investigate students’ attitude, interest and willingness towards entrepreneurship, that is, asking students about their “attitude towards entrepreneurship and whether they are interested in entrepreneurship”. The specific research results are shown in Fig. 1:
Statistical chart of the survey result of “attitudes towards entrepreneurship”. Source processed from research data.
Figure 1 shows that among the respondents of the survey, 44.82% students hold a “very supportive” attitude towards entrepreneurship, and 44.55% students hold a “supportive” attitude. In other words, among the students who participated in the survey, more than 85% of them express support for college students to start their own business, while about 5% of them are neutral and no one is opposed to start a business. Among the various courses of entrepreneurship education, students are most interested in “incorporating entrepreneurship practice and entrepreneurship simulation into the content of entrepreneurship guidance courses”, followed by “compulsory courses or optional courses taught by entrepreneurs”. Students also gave different answers to the question “what aspects of entrepreneurship guidance courses do you want to focus on?“, as shown in Table 2:
According to the data in the analysis table, students are more willing to engage in entrepreneurship education courses involving “marketing, interpersonal communication skills, entrepreneurship opportunities and environmental analysis, entrepreneurship psychological quality training” and other contents.
Table 2 shows the preferences of college students when choosing the content of entrepreneurship education courses. The survey results show that the course that students are most interested in is “Entrepreneurship Opportunities and Environmental Analysis”, which was chosen by 780 people, accounting for 70.91%, indicating that students have a strong demand for the macro environment and market opportunities of entrepreneurship. The second is “Interpersonal Communication and Communication Skills”, which was chosen by 670 people, accounting for 60.91%, indicating that students believe that good interpersonal relationships and communication skills are the key to success in the process of entrepreneurship. Sales management and cultivating entrepreneurial psychology were chosen by 600 people, accounting for 60 and 54.55% respectively, indicating that students have a high awareness of the importance of sales skills and psychological preparation. “Entrepreneurship Case Analysis” was chosen by 450 people, accounting for 40.91%, indicating that students hope to gain experience through learning from actual cases. Finance and taxation and personalized consulting were chosen by 300 people each, accounting for 27.27%, which may reflect the importance of course content in these areas to some students. Only 60 people chose the “other” option, accounting for 5.45%, indicating that most students’ needs are concentrated in the above-mentioned course content. Overall, the effective number of answers to this question is 1,100, which means that the survey sample is relatively sufficient and can reflect the actual needs of college students for entrepreneurship education course content. These data provide an important reference for colleges and universities to design and optimize entrepreneurship education courses, ensuring that the course settings can better meet the needs of students and improve the effectiveness of entrepreneurship education.
The overall content of the module includes: course introduction, teacher introduction, syllabus, teaching content, teaching plan, assigned textbook, learning video, teaching resources, assignments, reference resources, notices, discussions, groups, tools, grades, etc. The above modules basically cover the elements to achieve the course teaching objectives and constitute a complete entrepreneurship education network course. The specific content can be divided into the following parts:
First, the teaching content area: It is the core of the entire network curriculum, including curriculum introduction, teacher introduction, syllabus, teaching content, teaching plan, teaching materials, etc. In addition to the text resources about the course, there should also be rich and practical multimedia resources, such as PPT teaching courseware, pictures, teaching video, etc. Some extracurricular resources can also be appropriately added for interested students to learn independently after entering the platform.
Second, the management area: The content includes managing account, password and other basic information, setting user permissions, issuing course notices, logging in statistics, learning and checking, etc.
Third, the testing area: The content includes in-class test, homework, formative assessment, final assessment, etc., and the evaluation of the teaching process and learning effect of teachers and students.
Fourth, the interactive area: It is mainly based on discussion boards, and the design of each online course is inseparable from the interactive section. The establishment of interaction can not only attract students to take the initiative in learning, improve the enthusiasm of students and enhance the fun of the learning process, but also facilitate the mutual communication between teachers and students. In the communication, key knowledge links should be grasped and discussions should be carried out in a timely manner, which is conducive to the common progress and improvement of teachers and students.
When designing an online entrepreneurship training course based on the Blackboard platform, we first need to clarify the course objectives and teaching content. The course objectives mainly include improving students’ entrepreneurial awareness and ability, cultivating students’ innovative thinking, and helping students master the basic knowledge and skills required for entrepreneurship. The teaching content should cover many aspects such as basic entrepreneurship theory, market analysis, business plan writing, financial management, risk control, etc. Each module should be designed into several specific learning units, with content from shallow to deep, step by step, to ensure that students can systematically learn and master all aspects of entrepreneurship. The course should also combine a variety of teaching methods such as case analysis and project practice to enhance the practicality and interactivity of teaching.
The design of the teaching model is the key to the success of the course. The teaching model based on the Blackboard platform should make full use of its rich online resources and strong interactivity. The course can adopt a hybrid teaching model, combining online teaching with offline guidance. The online part includes courseware learning, video explanations, online discussions, homework submission, etc., while the offline part includes practical activities, entrepreneurial project guidance, expert lectures, etc. Through the combination of online and offline methods, it can not only improve students’ independent learning ability, but also enhance their practical operation ability. The discussion area and instant messaging tools of the Blackboard platform can provide a good interactive communication environment for teachers and students. Teachers can understand students’ learning situation in a timely manner, answer students’ questions, and guide students to complete entrepreneurial projects.
The design of the evaluation mechanism is an important part of course quality assurance. The evaluation should include two parts: process evaluation and final evaluation. Process evaluation mainly evaluates students’ performance in the learning process, such as participation in online discussions, completion of homework, participation in practical activities, etc. Final evaluation mainly evaluates students’ final learning outcomes, such as the writing of business plans and the implementation of entrepreneurial projects. The evaluation methods should be diversified, including teacher evaluation, student self-evaluation and mutual evaluation. Through multi-angle and multi-dimensional evaluation, we can fully understand the students’ learning effects, help students find problems, summarize experiences, and continuously improve. In addition, the evaluation results should be combined with the improvement of the course, and the course design should be continuously optimized according to the evaluation feedback to improve the quality and effect of the course.
The first entry to the Blackboard platform has very few default content, and its style is simple and requires users to add.
First, platform theme design: The newly built Blackboard network platform has ordinary theme and monotonous style, which is not easy to attract students’ attention. Therefore, it is necessary to set the brand theme according to the course category and content.
Second, navigation bar design: The navigation bar is the most core part of Blackboard and it is the only way for the course teaching. The design of navigation bar is divided into style design and structure design.
Style design: The navigation bar can be selected with a “button” style. Each button is a small project, which makes the interface of the platform beautiful and eye-catching. And teachers and students can switch views to browse at any time according to the teaching needs of the course.
In addition, structure design is described in the following section.
Third, daily affairs column design: It includes “my notice”, “my task”, “my schedule” and other columns. Teachers can not only manage daily affairs, but also add and modify the contents of daily affairs column at any time according to actual needs, so as to improve timeliness.
When designing the interface of an online entrepreneurship training course based on the Blackboard platform, the first thing to do is to ensure the simplicity and ease of use of the interface. The interface design should focus on user experience and adopt a clear and intuitive layout so that students can easily find the required learning resources and functional modules. The homepage should contain basic information such as course introduction, learning objectives, and course schedule, so that students can quickly understand the course content. The navigation bar should set clear categories, such as “course materials”, “online discussion”, “homework submission”, “grade inquiry”, etc., so that students can quickly access different modules. At the same time, the interface should minimize unnecessary visual interference, use a unified color tone and simple icons, and enhance the neatness and professionalism of the interface.
The design of the course content display interface is crucial. The course material interface should include a variety of learning resources such as courseware, video explanations, and reading materials. Each resource should be presented in a modular way, and students can flexibly choose learning content according to their own learning progress. The video explanation interface should support multiple playback modes, such as full screen, double speed playback, etc., and provide subtitles to facilitate students’ understanding and memory. Courseware and reading materials should support downloading and printing to facilitate students’ offline learning. In order to enhance interactivity, the interface should have a comment area or note function, where students can record questions and thoughts during the learning process and communicate and discuss with classmates and teachers. In addition, the interface should also provide a visual display of learning progress to help students understand their learning situation at any time and arrange their learning time reasonably.
The design of the interactive and evaluation interface is also an important part of the overall interface design. The online discussion area should adopt a forum-style design, where students can post discussions based on different topics, and teachers can participate in replies in a timely manner to promote interactive communication between teachers and students. The discussion area should have clear categories, such as “entrepreneurship theory discussion”, “market analysis”, “business plan”, etc., to facilitate students to find relevant discussion content. The homework submission interface should be concise and clear, so that students can easily upload homework and view homework requirements and grading standards. The score query interface should provide detailed evaluation results and feedback to help students understand their learning outcomes and areas that need improvement. In order to motivate students to learn, the interface can also design some incentive mechanisms, such as learning points, achievement badges, etc., so that students can gain a sense of accomplishment and motivation in the learning process. In addition, the interface should support multi-device access, and students can learn through computers, tablets, mobile phones and other devices to improve the convenience and flexibility of learning.
The structure design of navigation bar can be divided into three parts: teaching introduction column design, teaching content column design, teaching communication column design.
Teaching introduction column design: including course introduction, teacher introduction, syllabus, designated teaching materials, etc. Among them, course introduction includes course name, nature, background, meaning and so on. The syllabus includes the basic information of teaching contents, credit hours and course assessment methods. Teacher introduction includes the introduction of the basic information of the teacher, such as name, research direction, contact information, etc. The teaching plan mainly introduces the teaching hour allocation of each chapter and the teaching progress plan. And the designated textbook is the textbook and reference book used in this course.
Teaching content column design includes teaching content, learning video, teaching resources, exercises, reference resources, etc.
The teaching content is the most core part of the online course design, which is generally designed in the form of hierarchical “folders”. Firstly, the content of entrepreneurship education courses should be built into Blackboard online teaching platform. Then, relevant digital resources should be added, such as PPT courseware, Flash, teaching video, pictures, and other references and links to online teaching resources, so as to increase the depth and breadth of students’ learning and improve the level and effect of learning. This course has eight chapters in total, so there are eight “folders” on the Blackboard platform. Each chapter is divided into several sub-columns and built into a second “folder”, including knowledge points, assessment requirements, PPT courseware, homework and other contents.
The design of teaching exchange column includes course notice, discussion and group, etc. Among them, the course notice is issued before each class to inform students of the preparatory work to be done before the class. Discussions include discussions between teachers and students, students and students. As for groups, students work together in groups to develop team spirit.
Curriculum development mainly includes the development of the overall layout and the development of the specific structure. The specific flow chart of entrepreneurship education online course development is shown in Fig. 2:
Development flow chart. Source processed based on research analysis.
Figure 2 shows the main process of developing online courses for entrepreneurship education, including two main parts: overall layout development and specific module development. In the overall layout development, the first is the formulation of the theme style to ensure the overall visual and content consistency of the course. The development of the navigation bar is to facilitate students’ operation and access in the course, which is divided into the design of the navigation style and the construction of the navigation bar structure content. The structural content of the navigation bar includes course introduction, syllabus, teacher introduction, teaching plan, designated teaching materials, courseware, teaching videos, teaching resources, exercises and reference resources.
In the development of specific modules, it is mainly divided into teaching part and interactive part. The teaching content includes the introduction of teaching units and the development of specific teaching resources, such as courseware, teaching videos, and exercises. The development of these modules is to ensure that students can systematically learn and master the course content. The interactive part includes notifications, discussions, grouping and the use of tools, aiming to enhance students’ sense of participation and the effect of collaborative learning through interaction. The entire development process focuses on comprehensive design from layout to content to improve learning effects and user experience.
According to the enlightenment of experiential learning to the teaching model of comprehensive practical activities, considering the learning characteristics of junior middle school students, it adheres to the design principles such as students as the main body, teachers as the leading role, and pays attention to the supporting role of the IoT. Based on the analysis of the teaching model elements of comprehensive practical activities, it designs a comprehensive practical activity teaching model for junior middle school students, as shown in Fig. 3.
Integrated practical activity teaching model in the environment of IoT. Source processed based on research analysis.
In this model, the learning environment can be divided into two parts: online exploration environment and offline entity environment. Through the connection of the IoT, the integration of online and offline can be realized. In online inquiry-based learning, students can not only learn through online learning resources, communication and interaction, and online tools, but also watch the growth status of plants in offline physical environment through IoT devices, read real-time data of plant growth, and record the observation log. In the offline learning environment, students can upload their offline learning results, record their learning process and share their learning experience through the inquiry learning platform via pad, mobile phone and other smart terminals. They can also solve offline problems by searching the platform resource database.
Question 28, 30, 31, and 32 investigate the role of entrepreneurship education courses in the entrepreneurial process. The results show that about 30% of the students think that “theory courses” and “practice courses” are helpful to entrepreneurship, but not so much, and only 15% of the students think it is more helpful. In addition, nearly 50% of students believe that “theory courses” and “practice courses” have no obvious effect on entrepreneurship.
Students give different opinions on “what should be paid attention to in curriculum design of entrepreneurship education”, as shown in Table 3:
It is not difficult to conclude that the “expanding school-enterprise cooperation channels” has received great attention from students. Among them, student C said in the interview: “the theory courses don’t play an obvious role for those of us who are science students from application-oriented universities. In contrast, practical courses like school-enterprise cooperation are more helpful to us. Therefore, I hope that the school can provide us with a better practice platform in terms of school-enterprise cooperation.”
Teaching resource design: the design of teaching resources in online courses is the diversified and multi-channel information resources provided by teachers for learners to complete tasks, so that learners can search for relevant information around task situations and complete the meaning construction of relevant knowledge in a relatively broad resource environment. This online course mainly designs teaching resources from three aspects: material resources, human resources and information resources.
Material resource design: the material resources of this online course are mainly multimedia technology, which adopts text, graphics, images, audio, video, animation and other forms. They are combined together to construct audio-visual teaching materials and courseware, which can be conveniently applied to Blackboard online course. It serves as the main teaching materials of this online course for teachers and students to share.
In the design of teaching resources, by analyzing students’ learning behavior data on the Blackboard platform, it was found that diversified resource configurations significantly improved learning engagement. There is a positive correlation between the frequency of use of material resources and students’ knowledge mastery, especially for videos and animations in multimedia material resources. There is an obvious linear relationship between students’ viewing time and test scores. In terms of human resources, the frequency of teacher interaction is closely related to students’ participation in discussions. Students who actively participate in discussions have an average test score increase of 15%. Information resource utilization data shows that cases and test question banks are used more frequently and are significantly related to students’ final course grades.
Human resource design: this online course is student-centered and students play the role of independent learners, discussion participants, and evaluators. Teachers in online courses are crucial human resources. In this online course, teachers play the roles of resource provider, cooperative learning activity organizer, learning activity instructor, evaluator and monitor to complete online classroom teaching.
Information resource design: the information resources of this online course mainly include basic knowledge resources, cases, exercises, tests and other contents.
Generally speaking, teaching strategy is the overall consideration of teaching activity procedures, methods, forms, media and other factors adopted to achieve specific teaching objectives.
In order to better realize the teaching objectives of online courses and improve the teaching efficiency, this online course focuses on the design of teaching strategies such as students’ independent learning strategies, collaborative learning strategies, interactive strategies and evaluation strategies.
Independent learning strategy design: the core of autonomous learning strategy is to give play to students’ learning initiative. In order to meet the needs of students’ independent learning, this online course should provide course learning materials, media material library, test question bank and other learning resources. The self-study outline is designed for each chapter. So, students can conduct personalized independent learning according to their actual situation.
Collaborative learning strategy design: the design of collaborative learning strategy in this online course is as follows: first, teachers set learning tasks, and students explore and learn independently and find and propose problems. Then, teachers provide a communication platform, and students use the platform to discuss learning tasks in groups. Finally, teachers supervise and summarize. Cooperative learning strategy focuses on the cooperative relationship between students and teachers, which is conducive to the improvement of personal expression ability, interpersonal skills, it can also enhance the fun of teaching and improve teaching effectiveness.
Interactive strategy design: this online course is designed with flexible and diverse interactive methods, such as email, discussion board, BBS, etc. Through these interactions, teachers can grasp the learning dynamics of students at any time, and guide students’ learning correctly and reasonably.
The essence of teaching evaluation is to evaluate teaching activities from the two aspects of teaching process and teaching effect, and guide the teaching design work to progress along the direction of achieving the predetermined teaching objectives. The teaching evaluation of entrepreneurship education network course focuses on the evaluation of students’ comprehensive professional ability, and the course evaluation is conducted by combining examination with homework, process evaluation and result evaluation. The teaching evaluation design of this course mainly adopts two methods, that is, formative evaluation and summative evaluation.
First, formative evaluation: It is the continuous evaluation in the process of teaching activities, which is conducive to timely understanding the results of stage teaching, students’ learning problems and teaching progress, so as to timely adjust and improve the teaching work, and make the teaching effect better.
The design of this online course is mainly to realize the evaluation in the learning process by discussing the difficult problems and knowledge points in each task unit and correcting and commenting homework.
Second, summative evaluation: Summative evaluation refers to the evaluation of learning results after the completion of teaching activities. Its purpose is to assess the achievement degree of teaching objectives, test the rationality of teaching content arrangement, and grasp the final effect of teaching activities. In this network course, two kinds of summative evaluation methods are mainly applied: topic discussion and chapter self-study. Among them, topic test is conducted in the way of homework, and comprehensive test is conducted in the way of examination. At the same time, after the end of the teaching activities, the teachers and students are interviewed and investigated. Finally, through comprehensive analysis, the teaching effect of entrepreneurship education network course is judged.
The results of this study show that college students have a high demand for course content such as entrepreneurial opportunity and environment analysis, interpersonal communication and communication skills. This is consistent with the theoretical emphasis on the importance of entrepreneurial environment cognition and interpersonal networks in entrepreneurial success, and also echoes the previous research findings that entrepreneurial education needs to focus on practical skills and psychological preparation. In addition, students’ emphasis on sales management and entrepreneurial psychology further verifies the criticality of sales ability and psychological quality in entrepreneurial practice. These findings emphasize the importance of comprehensive entrepreneurship education courses and support the current theoretical framework and empirical research results on multidimensional entrepreneurship education strategies.
This study systematically explored the application of information mining technology in online entrepreneurship training courses and reached a number of important conclusions. First, information mining technology can effectively improve the teaching quality of online courses and the entrepreneurial success rate of students. By analyzing the learning behavior data of students, the key factors affecting the learning effect are accurately identified, providing a scientific basis for the personalized customization of teaching content. Secondly, this study proposed a set of optimized teaching strategies based on information mining, including dynamic adjustment of course content, personalized feedback mechanism and learning path optimization. These strategies have shown high effectiveness in the experiment and help improve students’ learning enthusiasm and autonomy. In addition, this study also revealed the great potential of the integration of information mining technology and online education. It is believed that with the development of AI and big data technology, information mining will play an increasingly important role in the future education field and promote online courses to develop in a more intelligent and personalized direction. Finally, the study emphasized the important role of information mining technology in the allocation of educational resources, which can better meet the learning needs of different students, improve the utilization efficiency of educational resources, and provide new ideas and methods for the development of online education.
The data that support the findings of this study are available on request from the corresponding author upon reasonable request.
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This project was supported by the Jiangsu Province 2024 Annual College Philosophy and Social Sciences Research General Project in “Practical Research on Building Green Schools with Systematic Thinking” (Project no. 2024SJYB1375) and the Philosophy and social science research project of Jiangsu universities Project, Research on the Reform of College Students’ career planning education under the background of “Three-comprehensive” education (Project no. 2021SJB0911).
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Jinqiang Fang
School of Media and Law, Ningbo Tech University, Ningbo, 315000, China
Weichen Jia
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Jinqiang Fang is responsible for the design of research project framework and research methods, data analysis and interpretation, paper writing, data validation, formal analysis, as well as writing review and editing. Weichen Jia is responsible for the design of research project framework and date analysis and proofing.
Correspondence to Weichen Jia.
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Fang, J., Jia, W. Applying information mining technology in online entrepreneurship training course. Sci Rep 14, 22740 (2024). https://doi.org/10.1038/s41598-024-73491-9
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