Construction of a Hybrid Learning Model Based on Mobile Interaction Technology in Vocational Schools and its Mechanism for the Quality Assurance of Teaching

Abstract

With the continuous advancement of information technology and the widespread adoption of mobile internet and smart devices, profound transformations have been introduced into instructional models within vocational colleges. As an instructional approach that integrates both online and offline resources, the hybrid learning model has gradually emerged as a central direction for educational reform in vocational education. The application of mobile interaction technology has enabled students to engage in real-time and flexible learning interactions through digital platforms, thereby enhancing learning outcomes. However, insufficient attention has been paid to the identification and construction of implicit interaction relationships within hybrid learning environments—particularly on learning platforms underpinned by mobile interaction technology. The effective identification and optimization of implicit learner-to-learner interaction dynamics remain unresolved challenges. Current domestic and international research in hybrid learning and mobile learning platforms has primarily focused on evaluating instructional outcomes and integrating resources, while exploration into implicit interaction patterns has remained limited. Although certain studies have proposed strategies for optimizing hybrid learning models, these approaches often lack data-driven, systematic methodologies and fail to fully uncover implicit learner interactions and underlying needs. To address this study gap, this study seeks to explore methods for discovering and constructing implicit interaction relationships among students within mobile interaction-based learning platforms. Specifically, the study focuses on identifying implicit learner interactions in hybrid learning contexts and proposes a discovery method for such relationships based on an extended mobile interaction graph. The aim is to provide both theoretical grounding and practical guidance for vocational colleges to improve mechanisms that ensure instructional quality and enhance learning effectiveness.