Institutional Roles in Blended Learning Implementation: A Case Study of Vocational Education in China

Y

17

Case Studies; Blended Learning; Vocational Education; Educational Practices; Guidelines; Foreign Countries; Program Evaluation; Institutional Role; College Faculty; Educational Technology; College Students; Course Content; Instructional Design; Outcomes of Education; Teaching Methods

1551-2576

This longitudinal study examines the roles of the institution in blended learning (BL) implementation in Chinese vocational education. Informed by existing research and our BL practices, this study first proposes an analytical framework that structures BL as a system of learning with constant interactions among its six essential sub-systems (institution, teacher, technology, content, learning support and learner). The framework was enacted in the evaluation of the BL implementation in a Chinese vocational institute over a 4-year-and-3- month period. Findings exhibit the roles of the institution and the ways it interacts with the six subsystems in the BL implementation of the institute. This study bridges a gap between BL research and practices, by examining the intricate process of BL implementation in vocational education in China.

As Provided

2019

EJ1211997