Case Studies Of Hybrid Teaching Of Distance Education Courses

Blended learning is a combination of face-to-face instruction and online learning. It brings great activity for traditional face-to-face instruction based on classroom. As it being more and more concerned, it is necessary to do some research on students' barriers and feelings in blended learning, and explore how to design a blended course.In this article, the author chooses a blended course case called "The theory and research of distance education", which is designed and developed by Pro. Ding in the Capital Normal University. The main features of the course are resource-based, task-driven, collaborative learning and research-oriented. Participatory action research, Questionnaire and Qualitative content analysis were used to solve the following three questions: student barriers, feelings in blended learning, and how to design a blended course. The researcher found that the barriers which are encountered by the students in the course are lack of time, not getting feedback in time, lack of knowledge of specialty, infirmness of autonomous learning, lack of social interaction which leads to feeling of loneliness, and problems of computer and internet connectivity. What the students reap in the course includes gaining knowledge of specialty, experiences of distance learning and distance instruction, broading their horizon through discussion. At the end of this article, four proposals are suggested: select proper readings for students, train students in advance, give enough concern and tutoring to students' learning activities, and invite peer teams to share the task of online instruction.