Investigation into the Motives and Perceptions of Implementing Blended Teaching in a Chinese Higher Education Context
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| Název: | Investigation into the Motives and Perceptions of Implementing Blended Teaching in a Chinese Higher Education Context |
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| Autoři: | Yu, Wenhua |
| Informace o vydavateli: | 2024. |
| Rok vydání: | 2024 |
| Témata: | motives, attitude, blended teaching implementation, effectiveness, relationships, influencing factors |
| Popis: | As a pedagogical approach in practice, blended teaching is generating unprecedented opportunities in higher education, but also poses new challenges. Whether teachers’ application of blended education can achieve steady and sustainable development is gaining increasing attention. This research examines whether teachers’ application of blended education shows sufficient motivation for sustainable development, by exploring the motives influencing blended teaching practices; examining the effectiveness of a blended course design that integrates automated essay scoring online; and describing the specific blended teaching situation in the given context. This can help develop knowledge of the motives affecting the implementation of a hybrid approach, improve teaching performance and quality in the given context, and add more value to the pedagogical practice by concentrating on its implementation. This dissertation includes a pilot study and three main experiments, as part of the project leading to a doctorate in Education. It employs quantitative and qualitative methods, and analyses the data collected from questionnaires, interviews, and triangular cross-verification of observations and informal conversations. The pilot study tested the feasibility of the intended qualitative thematic approach and provided parameters for designing the questions for the focus groups in the main study, through applying Creswell’s thematic analysis approach. Based on the pilot study results, the first experiment is a quantitative intervention in the given context. To apply the blended approach to college English writing as an intervention, a small-scale study involved 71 student participants divided into two groups, to compare an automated essay-scoring supported hybrid course design with traditional manual marking. This experiment examined the effectiveness of the blended approach and measured the attitudes of students with different scores. Statistical analysis reveals that students are not disadvantaged by the hybrid course (p |
| Druh dokumentu: | Doctoral thesis |
| Jazyk: | English |
| DOI: | 10.18745/th.27429 |
| Přístupová URL adresa: | http://hdl.handle.net/2299/27429 |
| Přístupové číslo: | edsair.od.......882..fe6757f2d6ce8d2f15d124a64a5fb7b2 |
| Databáze: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | As a pedagogical approach in practice, blended teaching is generating unprecedented opportunities in higher education, but also poses new challenges. Whether teachers’ application of blended education can achieve steady and sustainable development is gaining increasing attention. This research examines whether teachers’ application of blended education shows sufficient motivation for sustainable development, by exploring the motives influencing blended teaching practices; examining the effectiveness of a blended course design that integrates automated essay scoring online; and describing the specific blended teaching situation in the given context. This can help develop knowledge of the motives affecting the implementation of a hybrid approach, improve teaching performance and quality in the given context, and add more value to the pedagogical practice by concentrating on its implementation. This dissertation includes a pilot study and three main experiments, as part of the project leading to a doctorate in Education. It employs quantitative and qualitative methods, and analyses the data collected from questionnaires, interviews, and triangular cross-verification of observations and informal conversations. The pilot study tested the feasibility of the intended qualitative thematic approach and provided parameters for designing the questions for the focus groups in the main study, through applying Creswell’s thematic analysis approach. Based on the pilot study results, the first experiment is a quantitative intervention in the given context. To apply the blended approach to college English writing as an intervention, a small-scale study involved 71 student participants divided into two groups, to compare an automated essay-scoring supported hybrid course design with traditional manual marking. This experiment examined the effectiveness of the blended approach and measured the attitudes of students with different scores. Statistical analysis reveals that students are not disadvantaged by the hybrid course (p |
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| DOI: | 10.18745/th.27429 |