Unveiling Blended Learning: Transformative Modalities and Dimensions in the “Internet Plus” Era

DOI: https://doi.org/10.62517/jbdc.202301412

Author(s)

Lan Yu

Affiliation(s)

School of Foreign Languages, Xinyang College, Henan, China

Abstract

This research examines the transformative impact of blended learning within the era of “Internet Plus” in China. It focuses on two prevalent modalities: MOOC/SPOC-based and LMS-based blended learning, to trace the evolution and increased prominence of these methods. The study delves into the challenges associated with deciding ‘what to blend’ and ‘how to blend’, underscoring the necessity to include diverse perspectives on learning, teaching, curriculum, and resources. Additionally, it explores the physical, learning theory, and teaching theory dimensions of blending, offering insights into the multifaceted implementation of BL. The paper highlights the importance of BL within China’s educational system, especially considering its endorsement by the Ministry of Education and extensive integration into the country’s national first-class undergraduate courses.

Keywords

Blended Learning; Educational Innovation; MOOC/SPOC-based BL; LMS-based BL

References

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