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

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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

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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), 2024. Published by Science Publishing Group

Keywords

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

References

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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

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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

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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

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@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}
}

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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  -

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Author Information

Yanfen Huang

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

Faculty of Educational Science, Zhaoqing University, Zhaoqing, China

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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

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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

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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