Lived Experiences of Teachers & Students on Blended Learning

Yingying Guo; Jesse Balinas

doi:10.54097/jvnfz492

Authors

Yingying Guo
Jesse Balinas

DOI:

https://doi.org/10.54097/jvnfz492

Keywords:

Blended Learning, Lived Experiences, Cultural Sensitivity, Semi-structured Interviews, Henan Province, Teachers, College Students

Abstract

This study explores the implementation of blended learning in Henan Province, China, through the lived experiences of teachers and students. Drawing on a phenomenological approach using semi-structured interviews, the research investigates 1) the current status of blended learning implementation, 2) teachers' experiences with blended learning, and 3) students' perspectives on the impact of blended learning on student outcomes. The study aims to identify best practices and culturally-sensitive strategies for optimizing blended learning in the province. Literature review reveals the transformative potential of blended learning, alongside considerations for cultural context, technology integration, and effective teacher training. The research employs thematic analysis to draw insights from interviews with 10 teachers and 20 students at two selected universities in Henan, China. Addressing critical gaps in geographic context, this study holds the potential to inform and enhance blended learning practices in Henan Province and foster deeper learning experiences for both teachers and students.

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