An Analysis of Research Themes and Trends of Teacher Blended Learning in China

Yanfen Huang; Lin Wang

doi:doi:10.11648/j.si.20210906.14

| Peer-Reviewed

An Analysis of Research Themes and Trends of Teacher Blended Learning in China

Yanfen Huang, Lin Wang

Published in Science Innovation (Volume 9, Issue 6)

Received: 28 October 2021 Accepted: 13 November 2021 Published: 17 November 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.

Published in	Science Innovation (Volume 9, Issue 6)
DOI	10.11648/j.si.20210906.14
Page(s)	234-243
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

lended Training, Blended Learning, Teacher Training, Theme, Trend, ICT

References

[1]	李宝敏,宫玲玲.教师混合式研修中教学、认知、社会临场感的关系研究——以信息技术应用能力提升项目为例[J].教师教育研究,2020,32(05):59-68。
[2]	Singh, Harvi, and Chris Reed. "A white paper: Achieving success with blended learning." [J]. Centra software 2001 (1): 1-11.
[3]	Graham, Charles R. "Blended learning systems." The handbook of blended learning: Global perspectives, local designs[M]. 1 (2006): 3-21.
[4]	李克东,赵建华混合学习的原理与应用模式[J]. 电化教育研究. 2004（7）：1-6。
[5]	Yigit, Tuncay, et al. "Evaluation of blended learning approach in computer engineering education." Procedia-Social and Behavioral Sciences [J]. 2014 (141): 807-812.
[6]	何克抗.从Blending Learning看教育技术理论的新发展[J].国家教育行政学院学报,2005(09):37-48+79。
[7]	俞显,张文兰.混合学习的研究现状和趋势分析[J].现代教育技术,2013,23(07):14-18。
[8]	朱龙.混合学习的趋势:基于60篇SSCI与CSSCI高被引期刊文献的分析[J].中国教育信息化,2021(10):11-16。
[9]	马志强,孔丽丽,曾宁.国内外混合式学习研究热点及趋势分析——基于2005～2015年SSCI和CSSCI期刊论文比较[J].现代远程教育研究,2016(04):49-57+102。
[10]	马志强,孔丽丽,曾宁.国内近十年混合式学习研究趋势分析——基于2005——2015教育技术领域学位论文[J].现代远距离教育,2015(06):73-81。
[11]	蒋红星,代洪彬,肖宗娜.国内混合式学习的文献计量和知识图谱分析——基于CNKI 2003-2016年数据[J].广西师范大学学报(哲学社会科学版),2016,52(05):43-53。
[12]	马婧,周倩.国际混合学习领域热点主题与前沿趋势研究——基于科学知识图谱方法的实证分析[J].华东师范大学学报(教育科学版),2019,37(04):116-128。
[13]	Balasubramaniam, Sudharsanam Manni, et al. "Blending virtual with conventional learning to improve student midwifery skills in India." [J]. Nurse education in practice 28 (2018): 163-167.
[14]	Hrastinski, Stefan. "What do we mean by blended learning?" TechTrends 63. 5 (2019): 564-569.
[15]	Eaton, Sarah Elaine, et al. A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation with a Focus on Blended and E-Learning Models [J]. Online Submission (2015).
[16]	Atmacasoy, Abdullah, and Meral Aksu. "Blended learning at pre-service teacher education in Turkey: A systematic review." [J]. Education and Information Technologies 23.6 (2018): 2399-2422.
[17]	Philipsen, Brent, et al. Improving teacher professional development for online and blended learning: A systematic meta-aggregative review [J]. Educational Technology Research and Development 67.5 (2019): 1145-1174.
[18]	Creswell, John W., and Johanna Creswell Báez. 30 essential skills for the qualitative researcher [M]. Sage Publications, 2020.
[19]	余璐,曾文婕,王文岚,孙福海,潘蕾琼,申仁洪,黄甫全.构建网络化整体学习方式促进卓越教学能力发展的行动研究[J].中国电化教育,2016(02):102-112。
[20]	Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research [J]. The Internet and Higher Education, 20, 20-34.
[21]	Bowyer, Jessica, and Lucy Chambers. "Evaluating blended learning: Bringing the elements together." [Z]. Research Matters: A Cambridge Assessment Publication 23 (2017): 17-26.
[22]	郁晓华,马立,祝智庭.信息时代的教师继续教育:走有中国特色的“混合式”研修之路[J].中国电化教育, 2011(12):54-59+64。
[23]	杨彩菊.教师继续教育学习的有效方式——混合学习[J].教学与管理,2006(33):34-35。
[24]	魏非,李树培.混合式研修:内涵、现状与改进策略[J].教师教育研究,2017,29(05):26-30。
[25]	孟梦,宋乃庆.乡村教师混合式培训效果研究:意义、内涵与表现形式[J].西南大学学报(社会科学版),2017,43(03):75-80。
[26]	Spring, Kristian J., Charles R. Graham, and Camey A. Hadlock. "The current landscape of international blended learning." [J]. International Journal of Technology Enhanced Learning 8.1 (2016): 84-102.
[27]	梁宇.双师教学:“互联网+教育”下的乡村教师培训新模式[J].中国成人教育,2017(21):134-136。
[28]	朱旭东.论“国培计划”的价值[J].教师教育研究, 2010,22(06):3-8+25。
[29]	Goos, Merrilyn, et al. "Designing a national blended learning program for “out-of-field” mathematics teacher professional development." [J]. ZDM 52.5 (2020): 893-905.
[30]	Kennedy, Mary M. "How does professional development improve teaching?" [J]. Review of educational research 86.4 (2016): 945-980.

Cite This Article

Plain Text BibTeX RIS

APA Style

Yanfen Huang, Lin Wang. (2021). An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Science Innovation, 9(6), 234-243. https://doi.org/10.11648/j.si.20210906.14

Copy | Download

ACS Style

Yanfen Huang; Lin Wang. An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Sci. Innov. 2021, 9(6), 234-243. doi: 10.11648/j.si.20210906.14

Copy | Download

AMA Style

Yanfen Huang, Lin Wang. An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Sci Innov. 2021;9(6):234-243. doi: 10.11648/j.si.20210906.14

Copy | Download

@article{10.11648/j.si.20210906.14,
  author = {Yanfen Huang and Lin Wang},
  title = {An Analysis of Research Themes and Trends of Teacher Blended Learning in China},
  journal = {Science Innovation},
  volume = {9},
  number = {6},
  pages = {234-243},
  doi = {10.11648/j.si.20210906.14},
  url = {https://doi.org/10.11648/j.si.20210906.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20210906.14},
  abstract = {Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Analysis of Research Themes and Trends of Teacher Blended Learning in China
AU  - Yanfen Huang
AU  - Lin Wang
Y1  - 2021/11/17
PY  - 2021
N1  - https://doi.org/10.11648/j.si.20210906.14
DO  - 10.11648/j.si.20210906.14
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 234
EP  - 243
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20210906.14
AB  - Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.
VL  - 9
IS  - 6
ER  -

Copy | Download

Author Information

Yanfen Huang

Faculty of Teacher Education, Zhaoqing University, Zhaoqing, China
Lin Wang

Faculty of Educational Science, Zhaoqing University, Zhaoqing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Yanfen Huang, Lin Wang. (2021). An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Science Innovation, 9(6), 234-243. https://doi.org/10.11648/j.si.20210906.14

Copy | Download

ACS Style

Yanfen Huang; Lin Wang. An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Sci. Innov. 2021, 9(6), 234-243. doi: 10.11648/j.si.20210906.14

Copy | Download

AMA Style

Yanfen Huang, Lin Wang. An Analysis of Research Themes and Trends of Teacher Blended Learning in China. Sci Innov. 2021;9(6):234-243. doi: 10.11648/j.si.20210906.14

Copy | Download

@article{10.11648/j.si.20210906.14,
  author = {Yanfen Huang and Lin Wang},
  title = {An Analysis of Research Themes and Trends of Teacher Blended Learning in China},
  journal = {Science Innovation},
  volume = {9},
  number = {6},
  pages = {234-243},
  doi = {10.11648/j.si.20210906.14},
  url = {https://doi.org/10.11648/j.si.20210906.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20210906.14},
  abstract = {Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Analysis of Research Themes and Trends of Teacher Blended Learning in China
AU  - Yanfen Huang
AU  - Lin Wang
Y1  - 2021/11/17
PY  - 2021
N1  - https://doi.org/10.11648/j.si.20210906.14
DO  - 10.11648/j.si.20210906.14
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 234
EP  - 243
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20210906.14
AB  - Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.
VL  - 9
IS  - 6
ER  -

Copy | Download