Handbook of Educational Reform Through Blended Learning.

• Author: Li, Ming.
• TeilnehmendeR: Han, Xibin.; Cheng, Jiangang.
• Place / Publishing House: Singapore : : Springer,, 2023.; ©2024.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (0 pages)

Table of Contents

Intro -- Preface -- Contents -- Contributors -- 1 Theoretical Foundations for Blended Learning -- 1.1 The Concept of Blended Learning -- 1.2 The Rationale for the Emergence and Development of Blended Learning -- 1.2.1 Psychological Rationale -- 1.2.2 Pedagogical Rationale -- 1.3 The Theoretical Basis of Blended Learning -- 1.3.1 Systems Theory and the Guidance for Blended Learning -- 1.3.2 Educational Communication Theory and Its Implications for Blended Learning -- 1.3.3 Learning Theories and Their Guidance on Blended Learning -- 1.3.4 Curriculum Theory and Blended Learning -- 1.3.5 Instructional Theory and Blended Learning -- 1.4 Models of Blended Learning -- 1.4.1 Cognitive Apprenticeship Instruction -- 1.4.2 Resources-Based Learning -- 1.4.3 Project-Based Learning -- 1.4.4 Problem-Based Learning -- 1.4.5 Distributed Learning -- 1.4.6 Random Access Learning -- 1.4.7 Flipped Classroom -- 1.5 Blended Learning Models and Blended Learning Practice Models -- 1.5.1 Blended Learning Design Model -- 1.5.2 Blended Learning Practice Models -- References -- 2 Implementation of Blended Learning at the Course Level -- 2.1 Core Components of Blended Learning and Related Relationships -- 2.1.1 Definitions of the Core Components -- 2.1.2 Relationships Among the Components -- 2.2 Analysis -- 2.2.1 Task Analysis -- 2.2.2 Learner Analysis -- 2.2.3 Contextual Analysis -- 2.3 Design -- 2.3.1 Learning Goals -- 2.3.2 Learning Units -- 2.3.3 Unit Objectives -- 2.3.4 Learning Content and Media -- 2.4 Development, Implementation and Evaluation -- 2.4.1 Course Activities -- 2.4.2 Unit Activities -- 2.4.3 Evaluation -- 2.4.4 Evaluation on Implementation of Blended Learning -- 2.5 Suggestions for Implementing Blended Learning for Different Modes -- 2.5.1 Implementation of Blended Learning for Different Learning Objectives.

2.5.2 Implementing Blended Learning for Different Time and Space -- 2.5.3 Implementing Blended Teaching for Different Learning Environments -- References -- 3 Development of Academic Programs in the Digital Age: Practice from China -- 3.1 Key Definitions and Overview of the Chinese Higher Education System -- 3.1.1 The Role of the Academic Program -- 3.1.2 Interdisciplinary Revolution in the Digital Age -- 3.1.3 Overview of the Chinese Higher Education System -- 3.2 China's Academic Program Reform in the Digital Age -- 3.2.1 From Specialist to Interdisciplinary Talents -- 3.2.2 From Independent to Collaborative Higher Education -- 3.3 General Strategies for Systemic Reconstruction of Academic Programs -- 3.3.1 Trends in Higher Education Program Development -- 3.3.2 Summary of Actionable Strategy Suggestions -- References -- 4 Implementation of Blended Learning at the Institutional Level -- 4.1 Frameworks for Implementing Blended Learning in Institutions -- 4.1.1 A Framework for Institutions to Implement Blended Learning -- 4.1.2 A Framework for Stakeholders to Implement Blended Learning in Institutions -- 4.2 Main Components for Implementing Blended Learning in Institutions -- 4.2.1 Setting Goals and Developing Action Plans -- 4.2.2 Setting up an Organizational Structure -- 4.2.3 Issuing Policies and Standards -- 4.2.4 Creating a Cultural Atmosphere -- 4.2.5 Building a Technical Support Environment -- 4.3 Strategies for Institutions to Implement Blended Learning -- 4.3.1 The Focal Point for Institutional Efforts in the Implementation of Blended Learning -- 4.3.2 Strategies Adopted by Institutions to Implement Blended Learning -- 4.4 Evaluation of Institutional Blended Learning Implementation -- 4.4.1 A Self-evaluation Framework for Implementation of Blended Learning in Higher Education Institutions.

4.4.2 UNESCO Self-assessment Tool for Implementation of Blended Learning in Higher Education Institutions -- 4.4.3 A Quantitative Assessment Framework for Implementation of Blended Learning Based on Online Behaviors of Teachers -- References -- 5 Supporting Students and Instructors in Blended Learning -- 5.1 Overview -- 5.1.1 Fundamental Principles of Building Support System for Blended Learning -- 5.1.2 The Core Elements of the Blended Learning Support System -- 5.2 Supporting Students in Blended Learning -- 5.2.1 Guidance and Preparation -- 5.2.2 Diagnosis and Guidance -- 5.2.3 Monitoring and Intervention -- 5.2.4 Evaluation and Feedback -- 5.3 Supporting Instructors in Blended Learning -- 5.3.1 Training Support -- 5.3.2 Support for Pedagogy -- 5.3.3 Incentive Policy Support -- 5.3.4 Course Evaluation Support -- References -- 7 Trends of Future Development -- 7.1 Space for Blended Learning -- 7.1.1 Blended Learning Space -- 7.1.2 Affordances of Technologies for the Design of Blended Learning Space -- 7.1.3 The Future of Blended Learning Spaces -- 7.1.4 The Impact of the Development of Learning Spaces on Blended Learning -- 7.2 Open Educational Resources: Important Learning Resources for Promoting Blended Learning -- 7.2.1 Types of Open Educational Resources -- 7.2.2 Future Direction of OERs -- 7.2.3 Strategies for Promoting OERs -- 7.3 Ubiquitous Learning to Support Blended Learning -- 7.3.1 The Basic Idea of Ubiquitous Learning -- 7.3.2 Strategies for Promoting Ubiquitous Learning -- 7.3.3 The Trend of Future Development of Ubiquitous Learning -- 7.4 Rethinking Education and Building Educational Ecosystem -- 7.4.1 Knowledge: From Elaborative Symbolic Information to Human Intelligence of the Whole Society -- 7.4.2 Learning Theory: Learning is a Process of Connecting Specialized Nodes and Information Sources.

7.4.3 Education Systems: From Linear to Open and Complex Dynamic Systems -- 7.4.4 New Forms of Education: Future Schools and Beyond -- 7.4.5 Learning System: Building a Flexible Lifelong Learning System -- References -- Appendix Glossary of Terms -- 6 Typical Practical Cases in Blended Learning -- 6.1 Introduction to Blended Learning Exemplars -- 6.1.1 Function and Value of Exemplars in Blended Learning -- 6.1.2 How to Use the Blended Learning Exemplars -- 6.1.3 Content Structure of the Exemplars -- 6.2 Case 1: Blended Learning in a Public Elective Course: Innovative Thinking Training -- 6.3 Case 2: Promote the Reconstruction and Practice of an Undergraduate Training System with the Help of Information Technology -- 6.4 Case 3: Systematically Promote Educational Reform via Blended Learning in Vocational Education Institutions -- 6.5 Case 4: Fiji: A University's Immediate Response Strategies for Learning and Teaching Amidst COVID-19 Crisis -- 6.6 Case 5: Indonesia: Online Learning Development in Higher Education -- 6.7 Case 6: Malaysia: The Alignment of Digitalisation and Management Strategies to Enhance the Use of ICT-Driven Teaching and Learning Innovations in the Higher Education Ecosystem -- 6.8 Case 7: Morocco: The Role of Smart Digital Platforms in Supporting Remote Practical Works in the Light of the Spread of the COVID-19 Crisis -- 6.9 Case 8: Mongolia: Development of the Open Education Center Towards Accelerated Digital Transformation in Mongolian Higher Education Sector -- 6.10 Case 9: Nepal: Enhancing Capacity of the Faculty Members for Online Teaching During the Pandemic in Tribhuvan University -- 6.11 Case 10 NIGERIA: Public-Private Partnership in ICT Capacity Building-The ABU Zaria-Huawei Academy Experience.

6.12 Case 11: Pakistan: Measuring the Effectiveness of National OBTL Guidelines and Their Impact on Female Faculty During Covid-19 Lock Down -- 6.13 Case 12: Peru: Design and Implementation Process of Online Teaching and Learning to Ensure Continuity and University Education Quality at Pontificia Universidad Católica del Perú -- 6.14 Case 13: Papua New Guinea: COVID-19 Pandemic and the Abrupt Pivot to Online and Blended Learning at Papua New Guinea University of Technology -- 6.15 Case 14: The Right Time to Receive a Helping Hand: A Story of Blended Learning Practices at the University of Colombo -- 6.16 Case 15: The Philippines: Post-COVID Educational Innovations from Practices and Challenges of Teacher Education Institutions During the Pandemic -- References -- Correction to: Typical Practical Cases in Blended Learning -- Correction to: Chapter 6 in: M. Li et al. (eds.), Handbook of Educational Reform Through Blended Learning, https://doi.org/10.1007/978-981-99-6269-3_6.