Review Article
Long Yujie, Nurfaradilla Binti Mohamad Nasri, Muhammad Helmi Bin Norman, Zhang Shuran
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep642
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
Research Article
Rongrong Huang, Nagaletchimee Annamalai
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep537
ABSTRACT
To equip students with 21st century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.
Keywords: SPOC, deep learning, blended learning, EFL learning, community of inquiry