Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers

Ashraf, Muhammad A. and Tsegay, Samson M. and Meijia, Yang (2021) Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. SAGE Open, 11 (3). pp. 1-11. ISSN 2158-2440

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Official URL: https://doi.org/10.1177/21582440211030623

Abstract

The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers’ perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers’ perception of blended learning which contributes to global educational development.

Item Type: Journal Article
Keywords: Blended learning, Diverse classrooms, In-service teachers, Pedagogy, China
Faculty: Faculty of Health, Education, Medicine & Social Care
SWORD Depositor: Symplectic User
Depositing User: Symplectic User
Date Deposited: 21 Jun 2021 10:04
Last Modified: 09 Sep 2021 18:50
URI: https://arro.anglia.ac.uk/id/eprint/706675

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