Abstract—Blended teaching combines the advantages of
traditional classroom teaching (C-Learning) and network
teaching (E-Learning), which is an important research direction
of higher education teaching reform. Problem-driven teaching
method is a learning party that takes students as the main body,
takes various problems in the professional field as the starting
point, and takes problems as the core to plan learning content so
as to enable students to seek solutions around problems. In this
process, teachers’ roles are the problem poser, curriculum
designer and outcome evaluator. In the face of the dilemma of
shrinking school hours in engineering mathematics courses, we
try to design a mixed teaching mode of linear algebra based on
problem-driven concept in the traditional classroom teaching of
linear algebra course of Engineering in universities, combining
the advantages of traditional classroom and MOOC, to meet the
requirements of completing the syllabus in a limited period of
time. The mode design case in this paper can provide a reference
for further practice and research of linear algebra hybrid
Index Terms—Flip classroom, b-learning, MOOC, problem-based learning.
Yanbing Yang is with the College of Science Dalian Maritime University, Dalian, China (e-mail: firstname.lastname@example.org).
Qin Zhang was with the College of Science Dalian Maritime University, Dalian, China (e-mail: email@example.com).
Bin Liu is with the College of Management Dalian Maritime University, Dalian, China (e-mail: firstname.lastname@example.org).
Lidong Wang was with the College of Science Dalian Maritime University, Dalian, China (e-mail: email@example.com).
Xiangfei Kong was with the Shenyang Academy of Instrumentation Science Co., Ltd, Shenyang, China (e-mail: firstname.lastname@example.org).
Cite: Yanbing Yang, Qin Zhang, Bin Liu, Lidong Wang, and Xiangfei Kong, "Case Design of Linear Algebra Hybrid Teaching Model under Problem-Based Learning," International Journal of Information and Education Technology vol. 9, no. 9, pp. 618-622, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).