Author(s)

Xu Dong

Affiliation(s)

School of Economics, Zhengzhou University of Aeronautics, Zhengzhou 450046, Henan, China.

Corresponding Author

Xu Dong

ABSTRACT

Rapid advancements in artificial intelligence (AI) are fundamentally reshaping postgraduate education and imposing new demands on methodology-oriented courses. Using the core postgraduate course Statistical Analysis and Software Applications as a case, this study investigates the development of open online courses and AI-enabled blended teaching practices within the framework of competence-oriented education reform. First, a multidimensional competency profile is constructed to reconceptualize course objectives, emphasizing data literacy, research competence, software proficiency, and responsible AI use. Second, an integrated framework for open online course development is proposed on the Rain Classroom platform, which integrates diverse learning resources, explicit norms for AI use, and data driven instructional support. Third, an AI-enabled blended teaching model that integrates pre-class online learning, in-class interaction, and post-class research tasks is designed to facilitate problem-driven and project-based learning. Finally, a diversified and intelligent assessment system that combines formative evaluation, course papers, and learning analytics is established. The findings indicate that the proposed approach effectively enhances students’ statistical thinking, software application skills, and research capabilities and provides a scalable reference for methodological course reform in the AI era.

KEYWORDS

Artificial intelligence; Postgraduate education; Blended learning; Open online courses; Statistical methodology

CITE THIS PAPER

Xu Dong. Development of open online courses and blended teaching practices for postgraduate education in the era of artificial intelligence: evidence from the course "Statistical Analysis and Software Applications". World Journal of Educational Studies. 2025, 3(8): 87-95. DOI: https://doi.org/10.61784/wjes3113.

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