Abstract
Blended learning, which combines the advantages of face-to-face learning and online learning, brought new life to the field of education. However, blended learning faces many challenges in junior middle schools. This paper is based on the findings of study on V-China Education Program, which carried out a pioneer initiative program of temporary open online courses for K-12 in China. The team surveyed teachers and students nationwide who joined open online courses provided by the initiative program. The survey shows that there are three types of blending modes based on these open online courses: Pure Online Model, Macro blended Model, Multiparty Collaboration Blended Learning Model. Each mode features different learning and teaching activities. Furthermore, teachers and students experienced with 7 multi-mode courses were surveyed by questionnaires and interviews, and students hold positive attitudes towards blended learning. Besides, high-level experiences such as interactions and experiences of learning-supportive services were required for more successful and more popular blended learning. Based on these findings, the paper put forward a number of suggestions for the implementation of more practices on blended learning in K-12 in China.
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This work is supported by online education fund from MOE Research Center for Online Education (QTONE EDUCATION grant NO. 2017ZD103).
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Li, Y., Wu, M., Dai, J., Chen, S. (2017). The Findings of Multi-mode Blended Learning in K-12: A Case Study of V-China Education Program. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_8
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DOI: https://doi.org/10.1007/978-3-319-59360-9_8
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