Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

A Research of the Course “Taishan Cultural Communication with the World” under Blended Learning Model and Outcome-Based Education Concept

The course “Taishan Cultural Communication with the World” has been online and offline teaching and learning for two terms based on the theoretical ideas: Blended Learning and Outcome-Based Education. This paper uses the data from one semester to state how to carry out the program and the good results. At the same time disadvantages are also the points that should be taken into consideration. From the teaching and learning practice, students have benefited from the online videos, complementary materials and discussions;they need to be guided as well, especially the guidance offline to make up. Furthermore, the balance of time online and offline is a great challenge.

An Analysis of the Research Trends in Blended Learning Methods in Teaching College English Reading Courses

Curtis J.Bonk defined blended learning as a combination of face-to-face and computer-assisted online learning instruction since it was gradually formed after the emergence of the Internet[1,2].Breen pointed out that blended learning is a learning method that combines online and offline learning activities and resources[3].The blended learning approach is popular in school and e-learning.Moreover,it is one of the important trends in promoting higher education reform in the coming years.Therefore,it has attracted the attention of international researchers[4].In this paper,42 articles in Scopus(established by international institutions)and 30 articles in CNKI(found by Chinese mainland institutions)on the query of“college English reading blended learning”in the field of education were analyzed.Furthermore,CiteSpace software was used to analyze the research hotspots and trends with the keyword clusters and citations that occurred in the last two decades(1999 to 2022)to foresee future research prospects.

Aspiring for competence in a multifaceted everyday life:A qualitative study of adult students’experiences of a blended learning master programme in Norway

Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.

Emerging Factors Affecting Blended Learning in Virtual Learning Environment Framework （VLEF）

The classical definition of learning is： change and modification of behavior as a result of experience, training, and practice. In modem technological world; this definition has been changed and modified to include the changes and modification in behavior as a result of experience, training, and practice by using modem toolkits and metacognition for self-regulated, lifelong, open, flexible, and continuous learning in Virtual Learning Environment Framework （VLEF）. The classical factors of learning included： motivation, attitude, interest, attention, readiness, participation, and reinforcement. But, due to the modem toolkits, gadgets, and ICT technologies, there are new varieties in modes of presentations and instructions. The emerging learning factors to be integrated and blended include： multimedia, hypermedia, and multimodality. The researcher has intended to identify the gap in the existing literature for the inclusion of new emerging factors such as multimedia, hypermedia, and multimodal presentations. The purpose of the study was to identify the gap in the factors of learning for learning blend in this era of science and technology, especially, in the ICT-integrated form of blended learning. The methodology of the study was analysis and synthesis of literature in the form of reviewing literature for developing a model of blended leaning. The study is significant because it has filled the gap in factors of learning for making it blended in VLEF. The factors were analyzed and synthesized in the form of a model. The findings were summarized for drawing conclusion, and at the end there were made some suggestions and recommendations for blended learning environments.

Blended Learning and Applying New Tools and Services of E-Learning Support

The strengths and weaknesses of different online technologies and learning methods have been examined by combining the blended learning program with practical work on institutional e-learning projects. There are differences between the traditional e-learning system and the new E-Learning 2.0 training. At present time, the new technologies provided by Web 2.0 better correspond to the needs of both students and teaching staff. The new Web 2.0 allows the ＂promoting of individual creativity＂, together with the ＂use of collective intelligence＂. A comparison of the two development stages of the e-learning tools has been completed and the advantages of E-Learning 2.0 are shown. The main components of Web 2.0 are provided and the use ofwiki as an up-to-date collaboration tool for on-line teamwork is shown.

Teaching Business English Course： Incorporating Portfolio Assessment-based Blended Learning and MOOC

Recent years have witnessed the growth of the popularity of open online learning platforms in China’s colleges and universities. This not only promotes the change of teaching concept and the reform of teaching methodology, but also provides a broad new opportunity for the teaching resource integration between universities in China and the prestigious universities in the world. However, with MOOC’s booming and spreading, educators and teachers have also found its limitations during the course of teaching and learning. This paper focuses on the design and the application of the integration of blended learning model and MOOC in Business English Course by selective use of the Open Course Ware of MIT Management School. With the advanced e-portfolio assessment as the standard for students’ achievement, it aims to reveal that the proposed model can trigger students’ study interest and cultivate their autonomous study, corporate learning as well as creative thinking ability.

New Directions of 5G for the Development of Blended Learning Models

To improve the quality of education,the application of various forms of teaching and learning tools supported by technology is becoming increasingly widespread in education.Especially the internet communication and technology are changing the education era swiftly with the advent of fifth-generation technology.Research about blended learning(BL)based on 5G networks is emerging.However,few studies have explained how 5G network technology helps the BL teaching model be better applied to teaching.Therefore,this paper tries to sort out the development process of BL teaching mode,summarize the challenges of BL learning in teaching,and explore how the development of the 5G era will positively impact BL teaching mode.

Blended Learning Will Be Applicable in Maritime Education and Training

With the revision work of the IMO Model Course 6.09, the trainee-centered methodology is greatly highlighted, together with the newly merging technology for education, especially for language learning. This paper will consider blended learning, for instance. Blended learning is adorable for many educators in recent years, which demonstrates the principle of student-centered as well as alternates the role of the teachers from the traditional way. MOOC （Massive Online Open Course） is initiated in most schools as well, for the purpose of mutual share of the best education in the world. Within the framework of blended learning, the MOOC can also be the essential section in a whole circle. With some successful examples for the application of blended learning in elementary and middle schools, the author is suddenly inspired to make assumptions for better MET （maritime education and training）： the blended learning is applicable in MET to stimulate the students＇ initiatives.

Blended Learning in a Foreign Language Teaching

Foreign language classes using blended learning take place in a classroom and on an educational platform （i.e., Moodle）. Working this way is meant to help in the process of learning a language and not to replace the traditional method. Using the platform allows preparation of fully distant learning courses as well as preparing areas that allow providing the learners with materials that are complementary to the main course （face-to-face）. Virtual Learning Environment （VLE） is nowadays a very popular tool in teaching not only English （although it is the most popular language in Poland）, but other foreign languages such as Russian or German. This paper focuses on some methodological aspects of preparing： （1） distant learning language courses that are complementary to the whole English language course and （2） complementary areas （consultations） in Russian and German. In both cases the author shows components that are essential for the success of the teaching process

The Application of Blended Learning Approach in EFL Teaching

Blended learning(BL)has been recognized as one of the most promising directions in education development in the modern world as it combines the strengths of traditional educational methods and benefits of online learning technologies.This paper starts with an exploration of BL as a concept,models and its application in language teaching and then probe into the effectiveness of BL approach in English as Foreign Language(EFL)Teaching especially to boost students speaking and listening competence,via a comparative study.With 50 in control group taught through traditional face-to-face instructions and 58 in experiment group through BL method,108 students are involved to find out that BL is conducive to promote students’motivation,self-study as well as activity and also to enhance their speaking and listening skills.

Application of Blended Learning Model to Computer Fundamentals Courses in an Online Environment

In the online environment,schools should keep up with the pace of development and strengthen the application of hybrid teaching mode,so as to strengthen the cultivation of students’comprehensive computer application ability and computer subject literacy,and improve students’learning efficiency.The author explores the actual situation of teaching basic computer courses at this stage and the requirements of applying hybrid teaching mode to carry out computer basic course teaching under the network environment,and puts forward an effective strategy for the application of hybrid teaching mode in computer basic course under the network environment,hoping to contribute to the improvement of the teaching quality and quality of computer basic course.

Application of Blended Learning in Business English Class

With the development of Educational informatization,the teaching of higher education is extended from the traditional classroom to the external world of the modern network classroom.This study focuses on the application of blended learning in the Business English class and selects college business English majors as subjects to conduct teaching experiments,questionnaires and student interviews.Through the analysis of the experimental results,we try to find an effective teaching method in classroom situations,which can contribute to the improvement of business English teaching and improve the quality of teaching.Blended learning model can not only meet the needs of learners,but also play a leading role with teaching effect.In this learning model,teachers can complete the functions of preparing lessons,assigning tasks,checking on-line jobs and sharing online information.

Blended Learning Mode in Undergraduate Integrated English Course

With the digital revolution,blended learning is widely adopted in Chinese higher education.The mode has been applied in our undergraduate integrated English course since April.2020.Based on the teaching practice and a questionnaire survey,this paper analyzes the characteristics of blended learning mode,discusses the new changes and the challenges of it,and aims to forward optimized proposals to explore an integrated blended learning mode in undergraduate integrated English course for English majors.

Blended Learning in English Learning--A Case Study of Wuhan Donghu University

Blended Learning is employed in college English teaching. The present research indicates that most of the students agree onBlended Learning. But keeping the students motivated is still challenging and teachers’ efforts and role can’t be replaced in the process.

On the Instruction Design of the Course Business English Writing Based on Blended Learning Model

Blended learning based on information technology,emphasizes students’central position and teachers’leading role in teaching and learning.In view of this,the author attempts to apply the model to the instruction of the course Business English Writing.In the instructional design,the author navigates students to enhance the input of sample texts on the basis of webbased autonomous learning and organizes cooperative learning so as to increase students’writing practice,thus improving their research ability and communicative skills.Consequently,the two major problems—deficiency in language input because of limited class hours and lack of interaction owing to the large size of classes can be effectively solved.

Strengths and Drawbacks of Blended Learning for Second Language Learning

This paper discusses the strengths and drawbacks of blended language learning.There exists a great debate about what constitutes blended learning.By considering its advantages and disadvantages,we contend that there is a need for higher education to embrace blended learning in order to increase educational opportunities and improve learning outcomes.In order to support this argument,this paper addresses the transformative potential of blended learning based on recommendations for class redesign from previous studies.This paper then concludes by providing an agenda for further research.

Research on the Transformation of Teaching and Research Form of Professional Teachers in Blended Learning at Colleges and Universities - Taking the Java Programming Course as an Example

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools,this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design,teaching organization,and implementation.At the same time,combined with the characteristics of blended learning,this paper proposes that under the new mode,teachers should actively change the form of teaching and research,the teaching mode,and the role of teachers,take students as the center,and build an independent and effective classroom.

The Role of Self-regulation in Blended Learning

Self-regulation is crucial to learners’learning outcomes in a blended education context.This paper first discusses its definitions and importance,then explores factors affecting self-regulation,and finally puts forward several ways to improve learners’self-regulation.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.