Blended Learning Modality and its Challenge Towards Enhanced Teaching -Learning Policy

Zhile Gong

doi:10.54097/3vapa496

Authors

Zhile Gong

DOI:

https://doi.org/10.54097/3vapa496

Keywords:

Blended Learning, Obstacles in Utilizing Blended Learning Modality, Teaching -Learning Policy

Abstract

The study investigates that the deployment and challenges of blended learning modalities across five universities in China, focusing on the perceptions and experiences of both students and faculty members. Utilizing a descriptive comparative research design, the study incorporates quantitative methods to provide a multifaceted analysis of the implementation of blended learning. Central to the research are the demographic characteristics and academic backgrounds of the participants, which play a significant role in their engagement with blended learning environments. The analysis explores the varying impacts of blended learning across different age groups, genders, and academic disciplines, providing insights into the adaptability of this educational modality. A significant portion of the study is dedicated to understanding the specific challenges encountered in blended learning settings, including technological hurdles, resource limitations, and communication barriers. Through statistical analysis, the research identifies significant differences in the assessment of blended learning based on the demographic profiles of respondents, offering empirical evidence that supports the need for tailored educational policies. Moreover, the findings contribute to the formulation of specific policy recommendations aimed at enhancing the effectiveness and experience of blended learning. These recommendations address the identified issues, suggesting potential solutions and improvements that could make blended learning more accessible and beneficial across diverse educational contexts.

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