Eurasia Journal of Mathematics, Science and Technology Education

• Albelbisi, N., Yusop, F. D., & Salleh, U. K. M. (2018). Mapping the factors influencing success of massive open online courses (MOOC) in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2995-3012. https://doi.org/10.29333/ejmste/91486
• Bai, J., Xie, Y., Li, W., & Wu, L. (2017). A study on the structural model of open online courses resource based on OBE concept in “internet+” era. China Educational Technology, (1), 64-70. https://doi.org/10.3969/j.issn.1006-9860.2017.01.012
• Cao, L. (2020). Research on teaching reform of higher vocational public English based on OBE concept. Journal of Changzhou College of Information Technology, 19(3), 25-29. https://doi.org/10.3969/j.issn.1672-2434.2020.03.007
• Gu, P. H., Shen, M. F., Li, S. P., Zhuang, Z. M., Lu, X. H., & Xiong, G. J. (2008). From CDIO to EIP-CDIO: Exploration of engineering education and talent cultivation model at Shantou University. Journal of Higher Engineering Education Research, (1), 12-20. https://doi.org/10.3969/j.issn.1001-4233.2008.01.003
• Huang, S., Cheng, H., & Luo, M. (2024). Comparative study on barriers of supply chain management MOOCs in China: Online review analysis with a novel TOPSIS-cocoso approach. Journal of Theoretical and Applied Electronic Commerce Research, 19(3), 1793-1811. https://doi.org/10.3390/JTAER19030088
• Huang, Y. (2021). Exploration and practice of curriculum design for “tour guide business and skills” based on OBE concept. Journal of Huanggang Polytechnic, 23(3), 35-39. https://doi.org/10.3969/j.issn.1672-1047.2021.03.10
• Lan, M. P., Zhao, J. C., & Liu, Y. B. (2021). Curriculum development and design of training project for vocational education based on OBE concept. Journal of Nanning College for Vocational Technology, 29(2), 38-43. https://doi.org/10.3969/j.issn.1009-3621.2021.02.008
• Li, P., & Shi, W. (2020). Transformation of online teaching mode in vocational education: Problems, experiences and pathways. China Educational Technology, (8), 86-92. https://doi.org/10.3969/j.issn.1006-9860.2020.08.013
• Liu, F. (2019). Implementation situation and influencing factors of blended teaching. Journal of Distance Education, 26(40), 43-47. https://doi.org/10.3969/j.issn.1008-3219.2019.26.011
• Liu, G. Q., & Peng, S. S. (2018). Exploration and practice of MOOC teaching in higher vocational colleges based on the internet. Electrical Testing, (24), 115-116. https://doi.org/10.16520/j.cnki.1000-8519.2018.24.049
• Liu, J. (2022). Teaching research and practice of financial management course based on outcome-based education. Foreign Trade and Economics, (7), 85-88. https://doi.org/10.3969/j.issn.2095-3283.2022.07.020
• Liu, X. (2020). Application research of blended teaching based on OBE concept in “automobile marketing” in secondary vocational schools [Master’s thesis, Tianjin University of Technology and Education].
• Ossiannilsson, E., Altinay, F., & Altinay, Z. (2016). MOOCs as change agents to boost innovation in higher education learning arenas. Education Sciences, 6(3), Article 25. https://doi.org/10.3390/EDUCSCI6030025
• Song, Y., Zhang, M., & Wu, X. (2022). The practice and exploration of OMO at the vocational education of the undergraduate level-take the modern marketing as an example. Theory and Practice of Innovation and Entrepreneurship, 5(7), 169-171. https://doi.org/10.3969/j.issn.2096-5206.2022.7.cxcyllyjysj202207053
• Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. Internet and Higher Education, 56, Article 100880. https://doi.org/10.1016/J.IHEDUC.2022.100880
• Zhu, Z., & Hu, J. (2021). Technology enabled post-pandemic educational transformation: New patterns of online-merge-offline (OMO) schooling. Open Education Research, 27(1), 13-23. https://doi.org/10.13966/j.cnki.kfjyyj.2021.01.002

APA

Song, Y., & Yang, X. (2025). A structural model for China’s massive open online courses from outcome-based education perspective. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2711. https://doi.org/10.29333/ejmste/17044

Vancouver

Song Y, Yang X. A structural model for China’s massive open online courses from outcome-based education perspective. EURASIA J Math Sci Tech Ed. 2025;21(10):em2711. https://doi.org/10.29333/ejmste/17044

AMA

Song Y, Yang X. A structural model for China’s massive open online courses from outcome-based education perspective. EURASIA J Math Sci Tech Ed. 2025;21(10), em2711. https://doi.org/10.29333/ejmste/17044

Chicago

Song, Yi, and Xue Yang. "A structural model for China’s massive open online courses from outcome-based education perspective". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 10 (2025): em2711. https://doi.org/10.29333/ejmste/17044

Harvard

Song, Y., and Yang, X. (2025). A structural model for China’s massive open online courses from outcome-based education perspective. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2711. https://doi.org/10.29333/ejmste/17044

MLA

Song, Yi et al. "A structural model for China’s massive open online courses from outcome-based education perspective". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 10, 2025, em2711. https://doi.org/10.29333/ejmste/17044