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In recent years, scholars at home and abroad have conducted extensive research on the development of online and offline mixed teaching materials. Fu (2023) studied the advantages of online and offline mixed teaching. In mixed teaching, teachers and students use the network platform for teaching activities, including course resources, homework submission, exchange, and discussion, etc., which not only retains the advantages of face-to-face teaching in traditional classrooms but also makes full use of network technology to expand learning time and space (Li, 2022). By applying blended teaching to teaching practices, students' learning participation, autonomous learning ability, and social communication ability can be effectively improved, and at the same time, it has rich interactive functions (Liu & Ning, 2017). Teachers can know students' learning situation in real time through the network platform, realize personalized teaching, and stimulate students' learning interest and enthusiasm (Dang, 2023).
Yang (2022) studied the principles of teaching material development in higher vocational colleges. By combining traditional face-to-face courses with online courses, a teaching model was formed, which fully utilized internet technology to realize the sharing of teaching resources and the complementary advantages of teachers (Madariaga et al., 2023). This model is flexible, personalized, and interactive, which is conducive to improving students' learning interest and autonomous learning ability. At the same time, it adheres to the student-centered principle in the development of teaching materials in higher vocational colleges and meets students' individualized learning needs. Deeply integrated online and offline teaching resources improve teaching effect, innovate the form and content of teaching materials, highlight the characteristics of the times, and realize the digitalization and networking of teaching materials by using internet technology (Fu, 2023).
Chong (2023) studied the shortcomings of the blended teaching mode in the field of higher vocational education. With the online and offline blended teaching reform in higher vocational colleges in China, in the actual teaching process, there is a lack of teaching materials suitable for blended teaching in the current market, and curriculum resources are relatively scarce. The teaching method is too simple and lacks innovation. Many teachers still follow the traditional teaching methods, failing to give full play to the advantages of the network platform and improve students' interest and participation in learning. The teaching evaluation system is not yet mature, and some teachers still rely too much on traditional examination methods when evaluating students' learning achievements, failing to fully consider the characteristics of online learning (Xi, 2022).
To sum up, the existing research on the application and practice of online and offline mixed teaching mode in higher vocational education has been discussed, but there are still gaps in the development of teaching materials. Under the background of the internet, the development of teaching materials in higher vocational colleges should pay attention to modularization, systematization, and scene, and combine with modern educational technology to improve teaching effect (Chong, 2023).