A Study on the Driving Factors and Promotive Ways of Blended Learning Practice——Empirical Analysis Based on the Data of Questionnaire of a College in Fujian Province
By conducting a questionnaire survey for teachers and students of a college in Fujian province,this paper empirically analyzes the changes in their participation in the reform of blended learning before and after large-scale online teaching.Firstly,the results show that the teachers'cognitive status of blended learning is influenced by their years of teaching,subjects and personal experiences,while the students'basic cognition and emotional support for it have an impact on the teachers'reformative behaviors of blending learning.Secondly,there are changes in the their adaptability to blended learning before and after large-scale online teaching.Finally,this paper explores the correla-tion of the policy guidance,basic support and emotional identification with the promotion of the teachers'conscious-ness of the reform of blended learning,and proposes corresponding suggestions and strategies,which provides refer-ence for colleges and universities to improve the pertinence and effectiveness of teaching reforms.
teachers and students in colleges and universitiesblended learningdriving factorpromotive way
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