Manuscript received March 30, 2022; revised April 30, 2022; accepted May 15, 2022.
Abstract—Due to the rapid development of information
technology, traditional classroom teaching is not able to meet the
needs of students. Therefore, colleges and universities are
paying more and more attention to cultivating students’
individuality and comprehensive quality. The “student-centered,
teacher-led” online and offline hybrid teaching mode emerged as
the times require, and has become a new teaching method, which
has gradually become the focus of attention of colleges and
universities. In the teaching practices of colleges and universities,
blended instruction has made some progress, but issues with
instruction quality also arise. Upon review of the relevant
literature and interviews with teachers and students, this study
determined that outmoded teaching practices, lack of awareness
of students’ independent learning, and absence of external
conditions in colleges and universities are the most influential
factors affecting the quality of mixed teaching. Based on these,
corresponding measures are proposed from the perspectives of
teachers, students, and schools to aid the development of
blended teaching in colleges and universities and improve its
effects. Teachers should continuously improve their hybrid
teaching skills and ensure quality. Moreover, students should
improve their sense of participation in teaching activities and
develop a consciousness of independent learning. Finally, the
school should improve the support structure to implement
blended teaching seamlessly.
Index Terms—Blended teaching, countermeasures, teaching
effect
Qianqian Song and Marcelino M. Agnawa Jr. are with University of the
Cordilleras, Baguio City, Philippines.
*Correspondence: meicuo2003@163.com (Q.S.)
Cite: Qianqian Song* and Marcelino M. Agnawa Jr., "Strategies for Enhancing the Impact of Blended Instruction in Chinese Colleges and Universities," International Journal of Information and Education Technology vol. 13, no. 8, pp. 1323-1327, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).