SPOC model and deep learning in higher education: A systematic review (2020-2025)

Long Yujie; Nurfaradilla Binti Mohamad Nasri; Muhammad Helmi Bin Norman; Zhang Shuran

doi:10.30935/cedtech/18059

Long Yujie ¹ ^* , Nurfaradilla Binti Mohamad Nasri ², Muhammad Helmi Bin Norman ², Zhang Shuran ¹

More Detail

CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep642

https://doi.org/10.30935/cedtech/18059

Submitted: 13 June 2025, Published Online: 10 March 2026

OPEN ACCESS 20 Views 16 Downloads

Download Full Text (PDF)

Abstract

Amid the digital transformation of higher education, fostering deep learning–emphasizing higher-order thinking, autonomy, and knowledge transfer–has become a critical reform goal. The small private online course (SPOC) model, known for its interactivity and personalized support, shows strong potential to promote deep learning. However, prior research remains fragmented and lacks systematic integration. This study addresses the gap by conducting a systematic review of 37 empirical studies published between 2020 and 2025. Using preferred reporting items for systematic reviews and meta-analyses for screening and the mixed methods appraisal tool for quality appraisal, the review synthesizes findings across five dimensions: conceptualization, effectiveness, methodology, influencing factors, and theoretical foundations. Results reveal that 35 studies affirm SPOC’s effectiveness in enhancing deep learning, particularly in cognitive development, self-regulation, and engagement. Key enablers include task design, instructor facilitation, and platform feedback systems. The review concludes that SPOC serves as a viable pedagogical model for advancing deep learning in higher education and offers practical guidance for researchers and educators.

Keywords: SPOC model, deep learning, higher education, blended learning, systematic review, instructional design, educational technology

References

An, X., & Qu, C. (2021). A hierarchical learning model based on deep learning and its application in a SPOC and flipped classroom. International Journal of Emerging Technologies in Learning, 16(9), 76-93. https://doi.org/10.3991/ijet.v16i09.23009
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chen, J., & Singh, C. K. S. (2024). A systematic review on deep learning in education: Concepts, factors, models and measurements. Journal of Education and Educational Research, 7(1), 125-129. https://doi.org/10.54097/gzk2yd38
Chen, M., Ye, L., & Weng, Y. (2022). Blended teaching of medical ethics during COVID-19: Practice and reflection. BMC Medical Education, 22(1), Article 361. https://doi.org/10.1186/s12909-022-03431-6
Du, M., & Qian, Y. (2022). Application of massive open online course to grammar teaching for English majors based on deep learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.755043
Freitas, A., & Paredes, J. (2018). Understanding the faculty perspectives influencing their innovative practices in MOOCs/SPOCs: A case study. International Journal of Educational Technology in Higher Education, 15(1), Article 5. https://doi.org/10.1186/s41239-017-0086-6
Gan, B., & Zhang, C. (2020). Research on mixed teaching mode of deep learning based on MOOC+SPOC environment. In Proceedings of the 2020 International Conference on Big Data and Informatization Education (pp. 263-266). IEEE. https://doi.org/10.1109/ICBDIE50010.2020.00067
Geronimo, C. A., Adriano, R. C., & Celestino, J. R. F. (2024). Learnings, issues, and challenges encountered by students and faculty members in the implementation of small private online courses (SPOCs). International Journal of Multidisciplinary: Applied Business and Education Research, 5(2), 696-710. https://doi.org/10.11594/ijmaber.05.02.28
Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., Rociao, V., Butkiene, R., & Casanova, D. (2025). Hybrid teaching and learning in higher education: A systematic literature review. Sustainability, 17(2), Article 756. https://doi.org/10.3390/su17020756
Hamoen, E. C., De Jong, P. G. M., Van Blankenstein, F. M., & Reinders, M. E. J. (2022). Design and first impressions of a small private online course in clinical workplace learning: Questionnaire and interview study. JMIR Medical Education, 8(2), Article e29624. https://doi.org/10.2196/29624
He, J. (2020). Construction of “three-stage asynchronous” instructional mode of blended flipped classroom based on mobile learning platform. Education and Information Technologies, 25(6), 4915-4936. https://doi.org/10.1007/s10639-020-10200-9
He, J., Ma, T., & Zhang, Y. (2023). Design of blended learning mode and practice community using intelligent cloud teaching. Education and Information Technologies, 28, 10593-10615. https://doi.org/10.1007/s10639-023-11606-x
Huang, R., & Annamalai, N. (2024). Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective. Contemporary Educational Technology, 16(4), Article ep537. https://doi.org/10.30935/cedtech/15574
Hui, Y. (2021). Evaluation of blended oral English teaching based on the mixed model of SPOC and deep learning. Scientific Programming, 2021(1), 1-9. https://doi.org/10.1155/2021/7044779
Jiang, L., & Liang, X. (2023). Influencing factors of Chinese EFL students’ continuance learning intention in SPOC-based blended learning environment. Education and Information Technologies, 28, 13379-13404. https://doi.org/10.1007/s10639-023-11734-4
Jiang, L., Chen, X., & Huang, L. (2024a). An empirical study of factors influencing deep learning among vocational college English learners based on SPOC. In A. J. Tallón-Ballesteros (Ed.), Modern management based on big data V (pp. 565-572). IOS Press. https://doi.org/10.3233/FAIA240293
Jiang, L., Lv, M., Cheng, M., & Chen, X. (2025). Design and implementation effects of SPOC-based blended teaching from the perspective of deep teaching: A case study of EFL students. Innovations in Education and Teaching International, 62(3), 986-1000. https://doi.org/10.1080/14703297.2024.2350519
Jiang, L., Lv, M., Cheng, M., Chen, X., & Peng, C. (2024b). Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses-based settings: A grounded theory approach. Journal of Computer Assisted Learning, 40(6), 3098-3110. https://doi.org/10.1111/jcal.13060
Jiang, W., Zhan, Y., Sun, D., Sun, J., & Tian, P. (2024). Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education. Interactive Learning Environments, 32(10), 6949-6966. https://doi.org/10.1080/10494820.2023.2294774
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3), 341-358. https://doi.org/10.19173/irrodl.v16i3.2112
Li, Z., & Jiang, W. (2022). Research on the teaching reform of inorganic chemistry based on SPOC and FCM during COVID-19. Sustainability, 14(9), Article 5707. https://doi.org/10.3390/su14095707
Liu, R., Chai, Y., & Wei, X. (2024). Engaging student engagement in blended learning environments through integration of small private online courses. In Proceedings of the 2024 International Symposium on Educational Technology (pp. 274-278). IEEE. https://doi.org/10.1109/ISET61814.2024.00061
Luo, R. Z., & Zhou, Y. L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005-3029. https://doi.org/10.1111/jcal.13052
McCarthy, S., & Palmer, E. (2023). Defining an effective approach to blended learning in higher education: A systematic review. Australasian Journal of Educational Technology, 39(2), 98-114. https://doi.org/10.14742/ajet.8489
Pan, B., Latada, F. B., Bin Mohamad, A. M., & Yubo, S. (2025). Factors influencing speaking proficiency improvement in EFL students under SPOC-based blended learning. Journal of Curriculum and Teaching, 14(1), 314-324. https://doi.org/10.5430/jct.v14n1p314
Peng, P., & Wang, J. (2024). SPOC flipped classroom blended teaching reform practices in the context of digital transformation. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0490
Prates, J. M., Melo, S. M., Dias Valle, P. H., Garcia, R. E., & Maldonado, J. C. (2023). Integrating SPOCs in software testing education: Evidence in emergency remote courses. Informatics in Education, 22(1), 121-139. https://doi.org/10.15388/infedu.2023.08
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, Article 103701. https://doi.org/10.1016/j.compedu.2019.103701
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130-131. https://doi.org/10.1126/science.aav7958
Ruiz-Palmero, J., Fernández-Lacorte, J.-M., Sánchez-Rivas, E., & Colomo-Magaña, E. (2020). The implementation of Small Private Online Courses (SPOC) as a new approach to education. International Journal of Educational Technology in Higher Education, 17, Article 27. https://doi.org/10.1186/s41239-020-00206-1
Sanyal, K., Sri, S. S., Gupta, S., Sonawane, D. A., Divetia, K., & Sahoo, D. R. (2024). Delving into reverse active learning approaches for IT-English education integrated with IoT. In Proceedings of the 2024 International Conference on Advances in Computing, Communication and Applied Informatics (pp. 422-424). IEEE. https://doi.org/10.1109/ACCAI61061.2024.10602074
Shaheen, N., Shaheen, A., Ramdan, A., Hefnawy, M. T., Ramadan, A., Ibrahim, I. A., Hassanein, M. E., Ashour, M. E., & Flouty, O. (2023). Appraising systematic reviews: A comprehensive guide to ensuring validity and reliability. Frontiers in Research Metrics and Analytics, 8. https://doi.org/10.3389/frma.2023.1268045
Smela, B., Toumi, M., Swierk, K., Gawlik, K., Clay, E., & Boyer, L. (2023). Systematic literature reviews over the years. Journal of Market Access & Health Policy, 11(1), Article 2244305. https://doi.org/10.1080/20016689.2023.2244305
Teng, Y. (2024). Methods of improving and optimizing English education level in higher vocational colleges under the background of big data. International Journal of e-Collaboration, 20(1). https://doi.org/10.4018/IJeC.345239
Wang, M. (2024). Construction and practice of a blended teaching model based on MOOC+SPOC+Flipped classroom. MATEC Web of Conferences, 395, Article 01039. https://doi.org/10.1051/matecconf/202439501039
Wang, S., Xu, X., Li, F., Fan, H., Zhao, E., & Bai, J. (2021). Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19. BMC Medical Education, 21, Article 540. https://doi.org/10.1186/s12909-021-02980-6
Wen, D., & Wu, X. (2022). Influence of SPOC classroom teaching on e-learning satisfaction. International Journal of Emerging Technologies in Learning, 17(12), 16-28. https://doi.org/10.3991/ijet.v17i12.31761
Xiao, X. (2020). The diversified teaching reform of the mixed flipped classroom Python Foundation course is aimed at deep learning. E3S Web of Conferences, 218, Article 02001. https://doi.org/10.1051/e3sconf/202021802001
Xue, X., & Dunham, R. E. (2023). Using a SPOC-based flipped classroom instructional mode to teach English pronunciation. Computer Assisted Language Learning, 36(7), 1309-1337. https://doi.org/10.1080/09588221.2021.1980404
Yan, D. (2023). Design and application of SPOC hybrid teaching for college basketball teaching based on artificial intelligence technology. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns.2023.2.01578
Yang, Y., Li, H., & Liu, S. (2020). Exploring cooperative learning in programming SPOC. In Proceedings of the 2020 4^th International Conference on Deep Learning Technologies (pp. 44-48). ACM. https://doi.org/10.1145/3417188.3417203
Yu, L., Zhang, N., & Zhang, Y. (2023). Multilevel Analysis of the effects of participation, peer support, SRL and course disciplines on academic performance in SPOCs. Interactive Learning Environments, 31(7), 4507-4520. https://doi.org/10.1080/10494820.2021.1974053
Zhang, C. (2021). Research on the SPOC teaching model from the perspective of deep learning: A third language course as an example. In Proceedings of the 2021 International Conference on Education, Information Management and Service Science (pp. 292-296). IEEE. https://doi.org/10.1109/EIMSS53851.2021.00070
Zhang, H. (2024). The application of SPOC teaching model in Japanese language teaching. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-1144
Zhong, Y., & Shao, Z. (2024). Application of SPOCs-based blended teaching into explicit instruction on syntactically complex constituents. In Proceedings of the 2024 12^th International Conference on Information and Education Technology (pp. 274-279). IEEE. https://doi.org/10.1109/ICIET60671.2024.10542818

Citation

Yujie, L., Nasri, N. B. M., Norman, M. H. B., & Shuran, Z. (2026). SPOC model and deep learning in higher education: A systematic review (2020-2025). Contemporary Educational Technology, 18(2), Article ep642. https://doi.org/10.30935/cedtech/18059

Yujie, L., Nasri, N. B. M., Norman, M. H. B., and Shuran, Z. (2026). SPOC model and deep learning in higher education: A systematic review (2020-2025). Contemporary Educational Technology, 18(2), ep642. https://doi.org/10.30935/cedtech/18059

Yujie L, Nasri NBM, Norman MHB, Shuran Z. SPOC model and deep learning in higher education: A systematic review (2020-2025). CONT ED TECHNOLOGY. 2026;18(2), ep642. https://doi.org/10.30935/cedtech/18059

Yujie, Long, Nurfaradilla Binti Mohamad Nasri, Muhammad Helmi Bin Norman, and Zhang Shuran. "SPOC model and deep learning in higher education: A systematic review (2020-2025)". Contemporary Educational Technology 2026 18 no. 2 (2026): ep642. https://doi.org/10.30935/cedtech/18059

Yujie, Long et al. "SPOC model and deep learning in higher education: A systematic review (2020-2025)". Contemporary Educational Technology, vol. 18, no. 2, 2026, ep642. https://doi.org/10.30935/cedtech/18059

Yujie L, Nasri NBM, Norman MHB, Shuran Z. SPOC model and deep learning in higher education: A systematic review (2020-2025). CONT ED TECHNOLOGY. 2026;18(2):ep642. https://doi.org/10.30935/cedtech/18059