Research And Instructional Practice Based On Blended Learning

At the background of higher education information, blended learning, which integrates the face-to-face instruction and online learning, provides new ways of thinking and method for reformation of college teaching and development. In this thesis, such research methods as literature investigation, questionnaire investigation, content analysis, action research are used to study the application of blended learning in higher education.Firstly, this thesis summarized the concept of blended learning, probed into the basic theories and instructional design framework of blended learning, and reviewed the applications of blended learning at home and abroad. Then, according to the teaching needs, the thesis introduced blended learning model and tested the effects in the actual implementation process, Fundamentals of Computers. Blended learning carried out by learning activities through implementation phase, including face-to-face learning, online learning, practical work, collaborative learning.The instructional practice results showed that blended learning can be effective in teaching and learning, instructing by levels particularly; blended learning improved learning outcomes, learners were satisfied and acknowledged with blended learning; teachers played leading roles in face-to-face learning and online learning. The instructional design of blended learning must consider the specific teaching needs and course features. Teachers should make response to learners'problems and feedback in time.At the end, the thesis summarized the experience and deficiency of the instructional practice, as well, provided some feasible advice for blended learning. Some problems appeared in instructional practice. For example, learners encounter issues around time management, taking greater responsibility for their own learning, and the effect of collaborative learning need to be further enhanced. Based on the problems and experience in practice, teachers should enhance the guidance to develop learners' learning habits and improve learners' study efficiency, enhance learning supports and teacher-student interaction. The data was less convictive without control group in practice. Learning styles, learning burden and collaborative learning's improvement in blended learning need to be further studied.