Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers

Muhammad Azeem Ashraf,Yang Meijia,Samson Maekele Tsegay

doi:10.1177/21582440211030623

Muhammad Azeem Ashraf, Yang Meijia + Show 1 more

Open Access

https://doi.org/10.1177/21582440211030623

Copy DOI

Journal: SAGE Open	Publication Date: Jul 1, 2021
Citations: 15	License type: CC BY 4.0

Affiliation: Hunan University, Anglia Ruskin University

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.

Highlights

Today’s classrooms are full of students with diverse backgrounds where teachers are continuously challenged to improve instruction to meet the learning needs of students (Diallo & Maizonniaux, 2016)
We argue that integration of information and communication technologies (ICTs) in education helps improve students’ learning and minimize educational inequalities by promoting inclusion and providing better opportunities using various methods such as blended learning (Soeiro et al, 2012), online classes for students in rural regions (Zhang et al, 2015), remote classrooms for connecting rural students with urban teachers and students
The findings of this study suggest that those who emphasize the lack of pedagogical skills and the Chinese education system as their challenges may utilize blended learning if these problems are addressed

Summary

Introduction

Today’s classrooms are full of students with diverse backgrounds where teachers are continuously challenged to improve instruction to meet the learning needs of students (Diallo & Maizonniaux, 2016). The intensification of technological globalization in the past three decades has raised the question of how teaching and learning practices can be enhanced using information and communication technologies (ICTs) in diverse classrooms. One characteristic of blended learning is its relevance to the interests and practices of contemporary learners. Modern learners, especially those accustomed to interactive technology, are often not comfortable with an information transmission approach based on lectures or other traditional learning methods (Garrison & Vaughan, 2008)

Objectives

Methods

Conclusion