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Influencing Factors of Blended Teaching from the Perspective of University Students

Received: 24 September 2019     Published: 18 November 2019
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Abstract

The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers ‘attention. This study aims to investigate students’ views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.

Published in Education Journal (Volume 8, Issue 6)
DOI 10.11648/j.edu.20190806.20
Page(s) 301-306
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Blended Teaching, Perspective of University Students, Influencing Factors

References
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[3] P. Emily, C. R. Graham. “Comparing k-12 online and blended teaching competencies: a literature review”. Distance Education, vol. 39, no. 3, 2018, pp. 1-22.
[4] K. Mccutcheon, P. O'Halloran, M. Lohan. “Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: a randomized controlled trial”. International Journal of Nursing Studies, no. 82, 2018, pp. 30-39.
[5] F. Y. Xiao, W. X. Rui, W. J. Y. “A Literature review on blended learning:based on analytical framework of blended learning”. Journal of Distance Education, no. 5, 2018, pp. 13-24.
[6] K. Shand, S. F. Glassett. “Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course”. Journal of Online Learning Research, vol. 3, no. 1, 2017, pp. 5-30.
[7] I. Simonova. “Blended approach to learning and practicing English grammar with technical and foreign language university students: comparative study”. Journal of Computing in Higher Education. vol. 31, no. 2, 2019, pp. 249–272.
[8] N. Popovic, T. Popovic, I. D. Rovcanin and O. Cmiljanic. “A moodle-based blended learning solution for physiology education in montenegro: a case study”. Advances in Physiology Education, vol. 42, no. 1, 2018, pp. 111-117.
[9] I. Akman, A. Akman. “Factors influencing consumer intention in social commerce adoption”. Information Technology & People, vol. 30, no. 2, 2017, DOI: 10.1108/ITP-01-2016-0006.
[10] D. C. Dabija, C. Postelnicu, V. Dinu, A. Mihaila. “Stakeholders’ perception of sustainability orientation within a major Romanian university”. International Journal of Sustainability in Higher Education, vol. 18, no. 4, 2017, pp. 533-553.
[11] Z. P. Gui, Y. J. Xin. “Active Learning Promotion Strategy Based on Flipped Classroom”. China University Teaching,no. 5, 2018, pp. 29-32.
[12] L. Meda, A. J. Swart. “Analyzing learning outcomes in an electrical engineering curriculum using illustrative verbs derived from bloom’s taxonomy”. European Journal of Engineering Education, no. 1, 2017. pp. 1-14.
[13] R. Conijn, C. Snijders, A. Kleingeld, U. Matzat. “Predicting student performance from LMS data: a comparison of 17 blended courses using moodle LMS”. IEEE Transactions on Learning Technologies, vol. 10, no. 1, 2017, pp. 17-29.
[14] T. I. Tawalbeh. “EFL instructors’ perceptions of blackboard learning management system (LMS) at university level”. English Language Teaching, vol. 11, no. 1, 2017, pp. 1-9.
[15] S. N. Jin, H. H. Yun, L. C. Yuan, C. Xi, W. L. An. “The development and application of WeChat public platform in college course teaching: a case study of structural mechanics teaching in inner Mongolia university of technology”. Journal of Architectural Education in Institutions of Higher Learning. vol. 27, no. 3, 2018, pp. 121-125.
[16] Z. Wei, Y. Y. Hai. “Research on blended teaching behaviors based on Mosoteach——taking the ‘modern educational technology’ course as an example”, Modern Educational Technology, vol. 29, no. 5, 2019, pp. 46-52.
[17] W. W. Porter,C. R. Graham,K. A. Spring, et al. “Blended Learning in Higher Education: Institutional Adoption and Implementation”. Computers & Education, no. 3, 2014, pp. 185-195.
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  • APA Style

    Jing Wang, Bingcheng Qiu, Huijie Ding, Rajesh Kaluri. (2019). Influencing Factors of Blended Teaching from the Perspective of University Students. Education Journal, 8(6), 301-306. https://doi.org/10.11648/j.edu.20190806.20

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    ACS Style

    Jing Wang; Bingcheng Qiu; Huijie Ding; Rajesh Kaluri. Influencing Factors of Blended Teaching from the Perspective of University Students. Educ. J. 2019, 8(6), 301-306. doi: 10.11648/j.edu.20190806.20

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    AMA Style

    Jing Wang, Bingcheng Qiu, Huijie Ding, Rajesh Kaluri. Influencing Factors of Blended Teaching from the Perspective of University Students. Educ J. 2019;8(6):301-306. doi: 10.11648/j.edu.20190806.20

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  • @article{10.11648/j.edu.20190806.20,
      author = {Jing Wang and Bingcheng Qiu and Huijie Ding and Rajesh Kaluri},
      title = {Influencing Factors of Blended Teaching from the Perspective of University Students},
      journal = {Education Journal},
      volume = {8},
      number = {6},
      pages = {301-306},
      doi = {10.11648/j.edu.20190806.20},
      url = {https://doi.org/10.11648/j.edu.20190806.20},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190806.20},
      abstract = {The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers ‘attention. This study aims to investigate students’ views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.},
     year = {2019}
    }
    

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  • TY  - JOUR
    T1  - Influencing Factors of Blended Teaching from the Perspective of University Students
    AU  - Jing Wang
    AU  - Bingcheng Qiu
    AU  - Huijie Ding
    AU  - Rajesh Kaluri
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    JO  - Education Journal
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    AB  - The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers ‘attention. This study aims to investigate students’ views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.
    VL  - 8
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Author Information
  • School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China

  • School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China

  • School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China

  • Department of Software and Systems Engineering, Vellore Institute of Technology, Vellore, India

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