Chinese Traditional Health Exercises in Blended Learning Modality: Its Effectiveness and Students’ Satisfaction

Abstract

The purpose of this research is to assess the effectiveness and satisfaction levels of Chinese Traditional Health Exercises (CTHE) instruction within a blended learning modality and develop a reinforcement program which focused on improving the teaching and learning. Utilizing a descriptive-comparative research design, 154 students and 5 teachers from Changsha Medical University were randomly selected for participation. Key findings indicate that supplementary materials, clear explanations, effective time management, appropriate balance between online and offline components, flexibility in course scheduling, and effective delivery of instruction contribute to enhanced learning experiences for students.  Despite encountering technical, engagement, adaptation, communication, time management, assessment, and resource-related challenges, the blended model was perceived more positively than traditional learning. Successful implementation of learning activities and media positively influenced learner satisfaction and perception. Addressing these challenges through strategic solutions, teacher training, and resource accessibility is crucial for ensuring a more engaging and satisfactory learning experience for students.