A Study on the Classification of Hybrid Courses in Higher Vocational Colleges Based on Latent Class Analysis
Abstract
This study examines latent classes of higher vocational hybrid courses and their influencing factors using bidirectional online behavioral data from 592 courses through latent class analysis (LCA) and multinomial logistic regression. Results identify five categories: comprehensive active (21.6%), teacher-dominated (18.9%), assignment-driven (28.9%), test-driven (9.6%), and peripheral participation (20.9%). Online activity frequency negatively predicts Assignment-Driven and Peripheral Participation types; total student access negatively predicts the Test-Driven type, whereas average learning duration positively predicts it. These findings provide data-driven criteria for optimizing hybrid course design and strategies for improving vocational education quality.
Fields of Study & Subjects
Online and Blended Learning
Online Learning and Analytics
Technology-Enhanced Education Studies
Publication details
- Journal / source
- International Journal of Web-Based Learning and Teaching Technologies
- Volume
- 21
- Issue
- 1
- Pages
- 1–22
- Publication date
- 12 March 2026
- Language
- NG