Advertisement

Teaching Effect of the Multi-mode Blended Learning Model from Students’ Perceptions

  • Zexuan Chen
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 843)

Abstract

Blended learning design face a number of key challenges, such as incorporating flexibility, stimulating interaction, facilitating students’ learning processes, and fostering an affective learning climate. In this paper, a multi-mode blended learning model is developed, and the teaching effect is evaluated. It was conducted on the College English classes, which lasted for one semester. Reports from the students’ self-assessment of their language proficiency levels indicate that the multi-mode blended learning approach brings the benefits of improved listening, speaking, reading, writing, and translating competence.

Keywords

Large classes Multi-mode blended learning model  College English Language proficiency level 

Notes

Acknowledgement

My heartfelt thanks go to the four anonymous reviewers and Professor He Guangkeng and Professor Jiao Jianli from South China Normal University for their invaluable feedbacks on earlier versions of this paper.

References

  1. Boelens, R., Wever, B.D., Voet, M.: Four key challenges to the design of blended learning: a systematic literature review. Educ. Res. Rev. 22, 1–18 (2017)CrossRefGoogle Scholar
  2. Bonk, C.J., Graham, C.R.: The Handbook of Blended Learning Environments: Global Perspectives, Local Designs. Jossey-Bass/Pfeiffer, San Francisco (2006)Google Scholar
  3. Caruso, M., Colombi, A.G., Tebbit, S.: Teaching how to listen. blended for the development and assessment of listening skills in a second language. J. University Teach. Learn. Pract. 14(1), 1–19 (2017)Google Scholar
  4. Driscoll, M.: Blended Learning: Let’s Get beyond the Hype (2002). http://www-07.ibm.com/services/pdf/blended_learning.pdf
  5. Dziuban, C.D., Hartman, J.L., Moskal, P.D.: Blended Learning (2004). http://net.educause.edu/ir/library/pdf/erb0407.pdf
  6. Graham, C.: Blended Learning Systems: Definition, Current Trends, and Future Directions (2004). www.publicationshare.com
  7. Harriman, G.: What is Blended Learning (2004). http://www.grayharriman.com/blended_learning.htm
  8. Higher Education Division of Ministry of Education: College English Curriculum Requirements. Foreign Language and Research Press, Beijing (2007)Google Scholar
  9. Joosten, T.M., Barth, D., Harness, L., Weber, N.L.: The impact of instructional development and training for blended teaching on course effectiveness. In: Picciano, A.G., Dziuban, C.D., Graham, C.R. (eds.) Blended Learning: Research Perspectives, vol. 2, pp. 173–189. Routledge, New York (2014)Google Scholar
  10. Kerres, M., De Witt, C.: A didactical framework for the design of blended learning arrangements. J. Educ. Media 28, 101–113 (2003)CrossRefGoogle Scholar
  11. Köse, U.: A blended learning model supported with Web 2.0 technologies. Soc. Behav. Sci. 2, 2794–2802 (2010)CrossRefGoogle Scholar
  12. MacDonald, J.: Blended Learning and Online Tutoring. Gower, Aldershot (2006)Google Scholar
  13. Marsh, G.E., McFadden, A.C., Price, B.J.: Blended Instruction: Adapting Conventional Instruction for Large Classes (2003). http://www.westga.edu/~distance/ojdla/winter64/marsh64.htm
  14. Milad, M.: Blended learning approach: integrating reading and writing research skills to improve academic writing. Arab J. Appl. Linguist. 3(3), 23–55 (2017)Google Scholar
  15. NCTE: Why Class Size Matters Today (2014). http://www.ncte.org/positions/statements/why-class-size-matters
  16. Olapiriyakul, K., Scher, J.M.: A guide to establishing hybrid learning courses: employing information technology to create a new learning experience, and a case study. Internet High. Educ. 9, 287–301 (2006)CrossRefGoogle Scholar
  17. Picciano, A.G.: Blending with purpose: the multimodal model. J. Asynchronous Learn. Netw. 13(1), 7–18 (2009)Google Scholar
  18. Schechter, R., Macaruso, P., Kazakoff, E.R., Brooke, E.: Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Comput. Sch. 32(3–4), 183–200 (2015)CrossRefGoogle Scholar
  19. Sharma, P., Barrett, B.: Blended Learning. Macmillan, Oxford (2007)Google Scholar
  20. Singh, H.: Building effective blended learning programs. Educ. Technol. 43, 51–54 (2003)Google Scholar
  21. Smythe, M.: Toward a framework for evaluating blended learning. In: The 29th Annual ASCILITE Conference, Wellington, New Zealand, 25–28 November 2012Google Scholar
  22. Voegele, J.D.: Student perspectives on blended learning through the lens of social, teaching, and cognitive presence. In: Picciano, A.G., Dziuban, C.D., Graham, C.R. (eds.) Blended Learning: Research Perspectives, vol. 2, p. 93e103. Routledge, New York (2014)Google Scholar
  23. Wang, Q., Zhang, N.: Teaching Large Classes in China – English as a Foreign Language (2011). http://www.ntu.edu.vn/Portals/96/Phuong%20phap%20GD/Teaching%20large%20classes%20(7).pdf
  24. Whittaker, C.: Introduction. In: Tomlinson, B., Whittaker, C. (eds.) Blended Learning in English Language Teaching: Course Design and Implementation. British Council, London (2013)Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.School of Foreign StudiesSouthern Medical UniversityGuangzhouChina
  2. 2.School of Information Technology in EducationSouth China Normal UniversityGuangzhouChina

Personalised recommendations