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dc.contributor.authorWang, Yuping
dc.contributor.authorHan, Xibin
dc.date.accessioned2018-11-13T04:31:06Z
dc.date.available2018-11-13T04:31:06Z
dc.date.issued2017
dc.identifier.issn1937-5204
dc.identifier.urihttp://hdl.handle.net/10072/381161
dc.description.abstractThis longitudinal study examines the roles of the institution in blended learning (BL) implementation in Chinese vocational education. Informed by existing research and our BL practices, this study first proposes an analytical framework that structures BL as a system of learning with constant interactions among its six essential sub-systems (institution, teacher, technology, content, learning support and learner). The framework was enacted in the evaluation of the BL implementation in a Chinese vocational institute over a 4-year-and-3- month period. Findings exhibit the roles of the institution and the ways it interacts with the six subsystems in the BL implementation of the institute. This study bridges a gap between BL research and practices, by examining the intricate process of BL implementation in vocational education in China.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSociety of International Chinese in Educational Technology (SICET)
dc.publisher.urihttps://sicet.org/main/journals/ijttl/ijttl-2017/
dc.relation.ispartofpagefrom16
dc.relation.ispartofpageto32
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Technology in Teaching and Learning
dc.relation.ispartofvolume13
dc.subject.fieldofresearchLinguistics not elsewhere classified
dc.subject.fieldofresearchcode200499
dc.titleInstitutional Roles in Blended Learning Implementation: A Case Study of Vocational Education in China
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Languages and Linguistics
gro.hasfulltextNo Full Text
gro.griffith.authorWang, Yuping
gro.griffith.authorHan, Xibin


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