A design and construction of experimental teaching platform on

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.7, 2014
142
A Design and Construction of Experimental Teaching Platform on
Quality and Competence Training Targeted at Students of Liberal
Arts
Li Zhao, Junyong Lai, Mu Zhang*
Shenzhen Tourism College, Jinan University, Overseas Chinese Town, Shenzhen 518053, China
* E-mail of the corresponding author: Zhangmu@163.com
Abstract
Aiming at addressing the pervasive problems of university experimental teaching on students of liberal arts in
our country, the paper points out the necessity of the construction of experimental teaching platform on
qualification and competence education targeted at students of liberal arts. Combining the features of being
interdisciplinary, comprehensive and innovative in specialties of tourism management, E-business and Business
English, a Blackboard based platform system thus designed and introduced to try to present solutions to the key
problems concerning experimental teaching functions and interdisciplinary cooperation etc.
Keywords: challenge specialties of liberal arts, interdisciplinary, experimental teaching platform
1. Introduction
The Outline of National Economy and Social Development in the 12th Five Year Plan has clearly suggested that
the culture industry would be promoted into a pillar industry of the entire national economy in the next 5 years.
In the recent years, the culture industry of our country has gradually developed and prospered from scratch.
While the culture industry is expanding its influence and scales, the problems of talent scarcity, especially of the
senior management personnel become more and more obvious. Under the circumstance where the rapidly
developing culture industry calls for the supply of its human resource, Chinese government has posed the task
that colleges and universities need to cultivate a large number of practical personnel with strong comprehensive
quality and integrated skills, and are proficient in the market operations so as to face the growing demand
management talents of liberal arts from the society.
From the view of the curriculum system for the students of liberal arts, the discipline of comprehensive
humanities lays much emphasis on social practice, thus the needs to cultivate the personnel who are highly
skilled for communication and innovation are stronger than ever before. Yet the educational reform in terms of
experiments and practices has not been progressed at the same pace especially for the students majoring in
liberal arts. Many problems still exist, such as the instructor’s absolute dominance in the class, students’ lack of
deep understanding of the teaching materials and their poor implementing abilities etc. As the supplement and
extension of classroom education, experimental teaching is an indispensible part in university education and it
also provides a practical field for university students before their stepping into the society. By the experimental
teaching it not only helps the students to understand the basic knowledge in their teaching materials and
reference but to improve their abilities in applying knowledge to practical use. In the process of experimental
teaching, how to develop students’ innovative thinking, how to instruct the students to solve the actual problems
by means of curriculum design and then enhance their ability to analyze and solve the problems are the subjects
which the scholars from home and abroad have been researching. In order to deepen the students’ understanding
of their professional knowledge, enable them to innovate and apply their knowledge flexibly, develop their skills
for analysis and solution of problems, this paper points out the necessities of designing and constructing of an
experimental teaching platform on qualification and competence education targeted at students of liberal arts,
and proposes a design of the experimental teaching platform on the basis of Blackboard so as to solve the
bottleneck problems in the experimental teaching courses and the interdisciplinary cooperation.
2. The Present Situations of Experimental Teaching System for Students of Liberate Arts Home and
Abroad
The first class universities throughout the world share a common value on the great importance to experimental
teaching and the training of students’ innovative skills and spirit. Stanford University works for the aim of talents
training for “a practical use” and “a combination of intension and extension” with its emphasis on the training
mode which combines practical production, course program, and academic research and thus an effective,

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143
complementary and comprehensive system has been formed on base of it (Gao, & Cai, 2009). The University of
Cambridge has always encouraged “the spirit of questioning” and advocated students’ own research. The
Massachusetts Institute of Technology regards its mission of education as “creating, transmitting, and storing
knowledge, and facing the great challenge of human’s society with the knowledge gained.” They hold onto the
integrity of “the rigorous academic training with the exciting discovery” and on base of which an innovative and
practical educational system was thus established involving students’ experimental education, scientific research,
academic seminars and after -class scientific activities (Liu, 2009). Every year Tokyo University amends its
practical education contents and publishes books on experiment projects. To encourage their students’ motivation,
spirit of discovering and sense of innovation, Tokyo University, Waseda University and Nagoya University have
been offering some optional experiments for its top students and the students who may have interests in them, so
as to develop their innovative ability. In addition, the universities in Japan place much emphasis on the students’
feedback of experimental education. Every student has an electronic card by which they can see the estimation of
their experimental task at any time, including the previous reports, grades, and the attendance of every
experiment, and in the meantime, their instructors can also inquire the reports of the students’ experiments on the
computer and submit their evaluation for students’ performance (Gao, 2006).
In China, with the implementation of the Education Department’s evaluation on the quality of undergraduate
teaching, the educational reform of Chinese colleges and universities has been deepened as well. Especially since
the launching program of establishing the senior experimental education demonstration center, the experimental
education has received the attention from all Chinese colleges and universities. The conditions and management
of the lab have improved greatly, and many domestic universities have reached a common agreement on
improving the students’ sense of innovation and innovation capability by reinforcing the practical education and
deepening the reform in experimental education. Among them Tsinghua University takes the view of
emphasizing the practical education as an important way of improving students’ comprehensive quality and
innovation capability and Southeast University aims at establishing an open and innovative experimental
teaching system offering a student tailored learning program with a focus on improving their self- learning
abilities. Following its belief of building an excellent university of engineering, Nanjing Industrial University
founded a four- dimensional experimental education platform improving the usage of experimental education
resources and accelerating the fusion of interdisciplinary fields. And Southeast University has come up with the
educational mode of computer TA, implementing the ideal of an open, self –directed and hierarchical research
mode (Sun, Bai, & Gao, 2009). In terms of the liberal arts’ experiment centre’s construction, South China
University of Technology carries out the experimental education course system on base of a functional module
with its specialties in interdisciplinary courses and fields. It has been built on several modules including basic
courses, professional skills training courses, minor professional skill training, art education, social practice,
interdisciplinary courses and innovation capability training etc. Through the integration of different functional
modules, students of liberal art are offered a common platform to access to a comprehensive structure of
knowledge and practical capability training (Peng, 2011). As the only national level experimental education
demonstration centre in Beijing, the Comprehensive Experimental Education Centre on Applied Arts of Beijing
Union University realizes its teaching ideals of training students with comprehensive knowledge of arts and
science by introducing five experimental methods at three different levels---observation and experience,
situational simulation, real case study, professional integration and independent research and development (Han,
Zhu, & Yang, 2011).And following the rules of providing a modern, sustainable and innovative atmosphere, the
Experimental Education Centre of Liberal Art of Lanzhou University has been built to attach great importance to
the development of students’ comprehensive quality and professional skills (Wang, 2009). In 2005, the Tourism
Experimental Education Centre of Shenzhen Tourism College of Jinan University was founded. For decades it
has been sticking to its specialties: multi linguistic lecturing including the use of Chinese, English and the
computer language, the innovative introduction of the ‘third semester’, and the experimental education idea of
balancing the construction of three capabilities ---learning capability, practical capability, and innovative
capability. Through years’ of efforts, with the up- to- date equipments and multi channeled online resources, an
open, modern and effective science lab with a good operational system and a high level of experimental training
team has already been built (Zhao, Zhang, & Zhang, 2011).
Thus in sum up, the current situation of the experimental education system home and abroad calls that colleges
and universities should “fully develop the essential spirit of the science with its social and humanity value so as
to deepen our thoughts of humanity and ethics on science and technology” (Liu, 2003). The merits of
practicalness, comprehensiveness, and creativity of experimental education make it an indispensable supplement
to theoretical education in the respect of developing the students’ comprehensive quality. Only with much of the
efforts can the ultimate goal of experimental teaching of higher education be fulfilled of building a multiply

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144
experimental education mode and appraisal system to help develop students’ capability in self teaching,
cooperative studying and studying for research.
3. A Case Study: the Current Situation of the Experimental Education in Shenzhen Tourism College of
Jinan University
In this research, Shenzhen Tourism College of Jinan University is taken as an example here. It ties to show how
by designing and constructing an experimental education platform the needs of training students of liberal art
with comprehensive qualities are satisfied. For majors like Tourism Management, Business English and
Electronic Commerce with features being interdisciplinary, comprehensive and innovative, attention should be
paid to the training of students’ practical and innovative capability. However, the present educational system
shows with aims of high quality personnel oriented education, the experimental education of these majors could
not catch up with the needs of the developing training requirements and results in a gap of all-round training.
The reasons are manifested as the following three points:
• The experimental education has not been given enough attention in the current teaching program for
liberal art students. Experimental education is a significant stage of students’ learning knowledge and
developing practical skills. It helps students grasp the basic principles, methods, operation and skills of
the experiments so as to further develop the capabilities in independent measuring, observation, data
processing, result analysis and report writing. Yet the experimental education could not be found
anywhere in the actual teaching programs of many courses, it is even harder to talk about the carrying
out of the experimental practice.
• The majority of the students in liberal arts have not realized the importance of the integrity and
cohesion of the experimental education in their training. The contents of experimental education range
from simplicity to complexity and unitariness to comprehensiveness which shows an elaborate
structured and step by step comprehensive process. And every step and structure lays down the
foundation for a further development which works together and inseparably in the whole process of
talent training program. Any single or isolated part of the experimental education would inevitably
bring negative reactions in students.
• Some students look down on the experimental education and do not have a clear learning purpose. They
regard the experimental education as an unimportant course attached to the theoretical study and put
more emphasis on theories and lectures instead of practice and experiments. Whether the experiment
education exists or not does not make a difference in their education. And this is due to the fact that the
experimental education does not function as a complete system in the teaching program with clear
teaching purposes.
With all the reasons being discussed, the deep root of the problems lies in the fact that we lack a positive
atmosphere in which we can promote the development of experimental education and we need to remove the
barriers of lacking the hardware facilities that impedes the development and improvement of the experimental
education level. And in this aspect, viewing the present situations of the training programs in liberal arts we
propose an appropriate amount of practice and experiments in the training curriculum of practical and innovative
personnel. As a step by step process in an orderly way it must be built on a high qualified experimental education
platform targeted at serving all students. Meanwhile, the shaping of the good environment for experimental
education should be constructed in the view of system project which emphasizes its core essence on the
wholeness and integrity of different parts in the system as well as cooperation, coordination, stratification and
dynamics. In order to develop the student’s practical, innovative, and cooperative capabilities, we should build
an experimental environment meeting the demands of all the students with considerations for individualized
requests.
The discipline system of Shenzhen Tourism College consists of tourism management, E-commerce and business
English. Most of the students show great interests in acquiring managerial knowledge, particularly professional
related. And their future occupational field covers different industries and domains. Therefore, with different
working models in consideration, the experimental teaching system designed for students with different majors
in liberal arts provides them with an open, dynamic, free portfolio experimental education platform, combined
effectively with the management and computer technique so as to realize the philosophy of building an
interdisciplinary, comprehensive and innovative college. (The frame and structure of the experimental education
platform is shown in Figure 1.

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On the experimental education platform, the extensive horizontal structure enables students with the possibilities
to share and explore between different discipline oriented modules and the layered structure enables them to gain
different experience on different aspects of university life ranging from campus cultural activities to open
experiment projects. With it, each experimental environment can be combined with another on to form an open
and interactive platform to reach the ultimate teaching goals. In addition, we also take advantages of establishing
internship bases outside the college, proving chances for our students to take their internship in different
contracted companies, such as those of well known scenic spots, hotels, travel agencies, landscape design
institutes, and golf courses in Shenzhen to improve their practical capabilities to supply the society with
professional personnel with both good practical skills and qualifications to meet the demands of different
industries. And the experimental education center of Shenzhen Tourism College has no doubt acted as a pillar
role in the experimental education and internship of the students major in tourism management, E-commerce and
business English. With the platform, it greatly improves the quality and effectiveness of the comprehensive
education.
Figure 1. The Tourism Experimental Education Center System Education System
4. The Design and Realization of the Experimental Education Platform
4.1 The application integration system based on the Blackboard
As one of the biggest online education platforms in the world, the Black board provides teachers and students

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146
with great online education environment. Taking courses as the core element, it includes 4 independent
functional modules, namely (1) The management of curriculum content resources-making it convenient for
teachers to put on, manage and organize the curriculum resources; (2) Communicative function-providing
subscribers with asynchronous (e.g. discussion boards) and synchronous communicative tools(e.g. simulated
classrooms) to further improve students’ learning effectiveness; (3) Evaluation management function-creating
quiz database and statistical data report of students’ performance, and grading students’ homework, quizzes, and
tests; (4) System management function-for registering and logging out large number of student’s information,
keeping tracks of the students’ learning progress and grades, and generating statistical reports. In addition, as an
online education platform based on the constructivism Blackboard can also provide many other functions as
resources sharing and learning coordination. Instructors and teachers can divide their students into different
groups by means of the “grouping tool” on Blackboard where each of the groups will have their own file
exchange board, discussion board, simulating classroom and e-mail tools by which they can send each other
emails and leaving notes. Besides these tools, Blackboard can provide various evaluation tools such as test
library, digital transceiver box, vocabulary manager etc.
Thus based on the design of Blackboard platform efforts and attempts have been paid to the exploration of the
experimental education practice. In the beginning we first classify the experiments in terms of their property into
three categories--- one for testing and verifying, one for researching and designing and another for innovating
efforts, and all of them are arranged in a gradual process throughout the experimental education stage. Among
the three categories of the experiments, the training of normalization and rationality of the operation, students’
experimental ideas and thoughts and their interdisciplinary and comprehensive experimental capabilities are the
respective focus in each of the categories. Different from the traditional education system, the experimental
education on the simulated platform breaks the old pattern of time and place in the teaching process and offers
the experimental education modules in accordance with different types of experiments to help students acquire
acknowledge in different perspectives.
Our second step involves constructing the cooperative and innovative system based on Internet and in
consideration of the disciplinary features of the majors in tourism management, E-commerce and business
English to enable our students’ to communicate and cooperate with each other to learn from other’s fields and
broadens one’s views. By the foundation of the Blackboard platform, the intersection of different disciplinary
courses are thus introduced and promoted, and as a consequence of these efforts, the college has witnesses a
steady increase in the student’s enthusiasm in participation of all kinds of extracurricular technological
innovation activities organized by Jinan University. Students who subscribe on the platform can have access to
other disciplinary courses and resources transferring beyond the traditional regular classes confined to one’s
major and grades. Students can choose any courses that may not be listed in their major requirements but may
meet their needs, and their experiments can be arranged in a smaller unit of student groups, in which way it helps
avoid the conflict of course schedule and solve the problem of long physical distance generated by the cyber
space. And in the meantime, it greatly improves the communication between students and teachers, and
overcomes the drawbacks of the traditional experimental education. The traditional experiment class education is
shown in the Figure 2.
Figure 2. Flow Chart of the Traditional Experiment Class
While in reality, due to the limit of the experiment class hours, the instructors could not possibly help every
student with their own questions arising from their operational process, and the communication between students
and their instructors is often confined to the operation problems in experiments. Yet in the real process of
experimental education, students could possibly generate new ideas or even form a clear and innovative thought
after the experiments. Without a modified platform these ideas and thoughts can be easily given up because it
failed to provide a sustainable follow up for their future research. Once the experiments are done there are no
ways to further improve the results. And at the same time, this problem often leads to the inconformity and
fragmentation of the communication between teachers and students. In order to solve these prevalent problems,
we thus build our platform with the following designs on base of Blackboard experimental construction:
• Courses information. It includes overview of the course, teaching target, contents, experimental
materials, introduction of the experiment centre, curriculum evolution, introduction of experimental
education environment, online education access etc.. All the information is presented in the form of

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texts or pictures to enable students to get familiar with the facilities and resources quickly.
• Experiment resource. It includes teaching syllabus, teaching courseware, post lesson resource, teaching
videos, experiment operation disciplines, rules for laboratory use, experimental requirements, report
models, download of experimental software, and preview work and evaluation. These contents are
provided in various forms, like texts, pictures, videos, animations, PPT, binary files etc. and they mainly
offer the substantial experiment related materials.
• Experimental results assessing. It includes assessment on experiment operations, experiment reports and
exams to get the evaluation results of the experiment.
• Achievement exhibition. The research programs of education reform participated by the instructors or
students are exhibited to set the examples for the future researchers.
• Teacher-student interaction system. This system introduces virtual discussion groups and simulated
classes to encourage interactive communications between teachers, teachers to students, students to
students without the boundaries of time and space to enable a further discussion after the experiment
class.
• The foundation and management of student experiment groups. This grants students in different
laboratories access to communication and to proceed to their experiments in the same simulated class. It
also provides an efficient way to manage different student groups by dividing the innovative students by
their programs and interest in different experiments.
• Evaluation system. A test and examination library and online evaluation system are also designed to the
platform to make it convenient for students to evaluate their own performance and for instructors to
follow up students’ work.
With these built—in designs, the Blackboard based experimental education platform, to a great degree,
overcomes the shortcomings of disjunction of the traditional platform. It connects the in class experimental
education with after class experimental education and keeps the continuity of the communication of trans-
disciplinary students and the openness of the teaching system. With it, innovative experiments have found good
supports and the quality of experiments has been greatly improved. The process of the new experimental
education platform is shown in Figure 3:
Figure 3. Flow Chart of the Blackboard Based Experimental Education Platform
4.2 An exemplary experimental education system fit for students of liberal arts, Economics and Management in
self studying
A research of cognitive psychology shows that an obvious characteristics of human’s brain is that it can not only
help people memorize the learned knowledge, but pick up the new knowledge through the interaction with outer
environment and adapt themselves to the changed environment as well. Accordingly, we should not simply
“give” knowledge but more importantly inspire students’ interests and train their self-study and self-adaptive
capabilities. The traditional exam oriented system and discipline system failed to provide students with a benign
experimental environment and encourage them to make the best use of it. And in order to build a good
environment, the first step is to found a self-motivated study system based on the management of the
experimental programs.

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Guided by the experimental programs, the construction of the system is built on a ground which experimental
programs are systematically designed and the experiments can be carried out step by step and stage by stage
according to their different types. It can also pack the experiment with the lecturing courses so as to blur the
difference between experiments and lecturing courses with more emphasis on their interactions and connections.
Meanwhile, the experiment tasks are organized in the unit of groups and the experimental program management
mechanism are introduced to control, supervise and evaluate the whole experimental process. With this model, a
stably operating environment which helps cultivate practical and innovative personnel thus can be founded step
by step and finally be put to use for the students’ to explore new ways to improve their self-studying capability.
Let’s take the course of Tourism Electronic Commerce in Shenzhen Tourism College as an example. As it is a
typical trans- disciplinary course for the students in liberal arts and Economics and Management, its contents
mainly deals with the application of electronic commerce in the tourism industry and includes chapters like
electronic tourism, electronic catering, electronic airlines, electronic travel agency, tourism electronic operation
mode etc. with large amounts of the corresponding experiment programs. With the traditional single teaching
method in lecturing classes these experiments could not be done one by one within the limited lecturing hours.
But with the help of our platform, all the experiments can be categorized into the three experiment types of
testing and verifying ones, research ones and initiative ones. For example, the use of travel agency management
software can be classifies to the first category, the comparison of three air ticket booking system and processes
and the function of frequent flyer being in the second category, and the applied models of GDS(The global
distribution system) in different tourism industries can be grouped to the third category. With the division of
these experiments the students are thus instructed to choose 2 experiments form each of the three categories and
then required to design another comprehensive innovative experiment. We used the group management function
of the Blackboard to give assignments, and used the tracking function of the Blackboard to see how they have
been dealing with their experiments. In this way it helps develop the students’ self-motivation and was greatly
welcomed. With the help of this platform, a great many high qualified experiments were designed and done by
the students. Moreover, many students claim that through the simulated class they have learned to solve
problems in a panoramic view and get a clearer vision of the knowledge spreading out the chapters. After 3 runs
of experiments in three classes, the results turned out to be exceptionally good, and the teaching tasks are
reported to be accomplished smoothly.
5. Conclusion
To sum up, the authors in this paper have tried to design and construct an open, dynamic, and compositional
experimental education platform to provide a benign experimental environment to students who major in liberal
arts, Economics or Management. Based on this platform, teachers and instructors can provide students step by
step with correlated experiments. It not only serves the function of demonstrating to the students the experiment
process and teaching them how to do it but more importantly, the platform also help arouse students’ interest in
self studying and thus solve the problem of soft environment for students of liberal arts in experimental
education so as to improves the students’ creative capability as well as the quality of experimental education. In a
word, to improve the students’ comprehensive quality, colleges and universities should first recognize the
importance of the experimental education form an objective view. Secondly, experimental education stages
should be planned and designed in a professional view. Thirdly, the interaction and feedback system of
experimental education should be founded from the angle of teaching management and the practical courses
should be continuously improved for the benefit of personnel development from the angle of personnel
cultivation. Finally, students’ innovative thinking capacity should be trained in accordance with developing the
students’ all round capabilities. The science education theorist J.D Bernard once stated that what university
students need most is to explore and discover knowledge by their own efforts and co-operations with others
students instead of merely accumulating information. And this probably is the ultimate goal for university’s
talent training education.
Suggested future works include developing a software package to facilitate the WOZIP data input and
conversion processes, exploring the use of WOZIP in the other forms of labour-intensive manufacturing (e.g.
flow-line production and work-cell assembly), and attaching a costing framework to determine the specific cost
of each resource or to help minimise the aggregate cost of production.
Acknowledgements
This work was supported by the 2012 Higher Education Reform research project, namely “Combining study of

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149
the student’s international perspective development and cross platform practice teaching system in tourism
management major”(Grant number is 2012069), of Guangdong provincial department of education.
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