Construction Of Activities Design Model In Blended Learning

The digital age not only has brought gigantic changes to people's day life, but also has exerted an enormous influence to education. The specific embodiment for this influence is a Transformation of learning pattern, which associated with the change of brick-and-mortar way to the E-learning way. In some teaching practices, however, the effect of purely E-learning disposition is not as good as people's expectation. For the reason of making up this disappointment, the blended learning, which integrated the advantage of these two approaches, has been invented.To review years of the development of Blended learning, it is appeared that there were conflicts and problems, which need to be solved, in its researches and practices. For one thing the existing researches of blended learning were emphasis on the development of Support Tools but lack of effective classifications and combing summaries, they were concerned about the analysis of cases and patterns, but these cases and patterns can hardly been used by the instructors simply. And for another, teachers, in the most common teaching practice, are not always been an expert of instructional design. It is a hard work for them to threat the design procedure in each of these ways of learning, how could anybody believe that they could perfectly integrate the both way of learning. These two kinds of problem are also the key factors of impeding the spreading of blended learning method.To resolve this contradiction, the study deposits the single view of Only-Tools, uses the model method instead of the traditional pattern method, and takes learning process as a series of learning activities to consider about,First of all, the researcher uses activity theory to analyze elements and levels of blended learning activities. Secondly, based on the study of aesthetical researches in classification for activities, the researcher updates the basis of this classification, and uses this classification to classify existent activities (e.g. Webquest activities) and the new ones which created by the researcher in the thesis (e.g. Microlog based interactive discussion activities). Furthermore, the study analyzes both traditional models of instructional design and the feature of blended learning activities to construct the final structure of the design model of blended learning activities. In the end, resercher uses three cases with complete different situations to demonstrate the way of designing blended learning activities with model, through different channels, the model and cases been delivered to several teacher in field work, then initial feedback on the side and using experience has been received through the communications. From these, the availability and the rationality of this model have been simplified.