Strategies to Enhance the Effectiveness of Blended Learning in Universities.doc

1、1Strategies to Enhance the Effectiveness of Blended Learning in UniversitiesAbstract. Higher depth background information， the implementation of blended learning theory and practice remains disjointed confusion. In this paper， through the literature and action research， how to improve the effectiven

2、ess of blended learning are discussed. Blended learning is a tradition of learning and teaching strategies and teaching model of combining online teaching， affected by many factors educational administrators， teachers， students， education， the environment and information technology in teaching pract

3、ice. Implementation of blended learning， which as a teacher leader must take full account of other factors， improve their own quality， focusing on the teaching process， using a variety of assessment methods to ensure that blended learning can play the greatest advantage in teaching practice. Keyword

4、s： Blended Learning， Effectiveness， Teaching Practice 1. Introduction E Learning is currently the fastest growing form of 2learning， emphasizing the use of information technology to provide a learner-centered online learning environment for learners to learn anytime， anywhere. The practice in recent

5、 years has proved that a single digital learners learn by their own learning conditions， the impact of learning styles， and network transmission rate and e-Learning itself is interactive features， the learning effect did not reach the people of the expected results， the This spawned the current blen

6、ded learning （Blended Learning）. Blended learning in colleges and universities received more and more attention. However， limited funds， manpower and development， how to use limited resources to universities to import e-Learning， Blended Learning in order to achieve the best benefits received will b

7、ecome a very important topic. 2. What is blended learning Blended learning is a network of learning and traditional classroom learning combined with each other and complement each other， it is the real-time， face to face teaching and effective network of media resources to effectively combine to red

8、uce the cost of teaching， teaching an effective way to improve teaching effectiveness. The core idea is based on the different issues and requirements， using different ways to 3solve the problem， therefore， are not a new blended learning cognitive theory， learning theory， and it is a practice-based

9、learning strategies and teaching. It is based on learning objectives need to integrate different learning media， learning， learning， learning environment and technology， to strike a balance in interactive learning online learning and face to face in order to achieve optimal learning outcomes and eco

10、nomic benefits. 3. The factors that influence the effectiveness of blended learning 3.1 Educational administrators Many schools have yet to establish an effective information technology， management and operation mechanism. Specific performance： the organization is not perfect， no coordination effort

11、s； bull management， decentralized management， or no management； fragmentation； management and technology disorders， loved each other elbow. 3.2 Teachers Hybrid teaching requires teachers to devote more time and effort， but there is little supporting distribution measures. Similarly， students in the

12、blended learning model have more on the local conditions. Supporting the school and there was 4little incentive. 3.3 Students The status of the investigation by the student， the students media literacy is low， or even individual students information literacy. “Although many computer usage is high， b

13、ut limited to browsing news， look up e-mail， chat， play games and more to stay in the entertainment level； students do not take full advantage of their access to information learning function. In the process of applying blended learning mode， you must implement network sharing learning resources， st

14、udents are only familiar with how to handle documents， connect to the network， receiving mail， uploading and downloading learning materials， click on the courseware and other basic skills， synchronized video chat， other IM Use tools， as well as the use of E-mail and other asynchronous communication

15、tools in order to make better use of network learning gates， network acquisition， transmission and processing information purposes. Network media literacy so students will directly affect the level of student motivation and knowledge level of acceptance. 3.4 Information technology teaching environme

16、nt Information technology teaching environment is lack of 5reasonable planning and construction. To successfully promote information technology into teaching， teachers should be allowed to use the device at any time for teaching activities， students can learn at any time online. Resulting in some pl

17、aces on the Internet and the media devices are not reliable guarantee： no unified network teaching platform； resource standards are not uniform and so on. 4. To enhance the effectiveness of blended learning strategies 4.1 To enhance the quality of teachers First， the concept of changing the traditio

18、nal teaching of teachers， from “what teachers teach“ to “what students learn.“ Teachers shift from imparting knowledge to the provider and subsidiary of knowledge， knowledge of students from passive acceptance to active actively carry out independent study. Secondly， it needs to improve the network

19、media literacy teachers. Teachers knowledge of media literacy， including media， media skills and media awareness in three areas， teachers should be familiar with basic knowledge of the network， the use of common network media， with the use of network media， interpretation and creativity. Then， to en

20、hance the ability of teachers based 6instructional design. Teaching Teachers To set the content into specific functional modules have the ability to design projects training， and by guiding students to complete a full course project to the end of this course. 4.2 Focus on the teaching process， ensur

21、e the effective implementation First， pay attention to the early guidance of Students participate in pre-blended learning， for new ways of learning are not familiar with， teachers should be given adequate guidance to enable students to clear learning objectives， participation， possible problems and

22、solutions. Teachers at the beginning of the semester to demonstrate examples of student identity， Second， pay attention to environmental design. Students of blended learning instructional designers need more learning activities based on the selected channel and media creation and activities involved

23、 in the integration scenario， focusing on learning resources and learning environment design， that design of the learning environment. Blended learning environment design can be said to be a new blended learning design patterns. It does not require that each step in detail design teaching， but stres

24、sed that the conditions for students 7to provide support various learning activities to blended learning environments designed for blended learning ideas to guide the design and conduct of great value， in favor of improve the effectiveness of blended learning. Third， focus on a variety of instructio

25、nal media intervention. Blended learning to break the shackles of traditional teaching， aims at new forms and means of attracting students to enrich the teaching content to impress students in order to retain the active participation of students. Therefore blended learning should not just stay in th

26、e multimedia teaching based on Moodle， computer network teaching platform on the development and use of Blackboard and. In todays rapid development of new media， content blended learning should also be gradually expanded to include Microblogging， e-books， QQ group of mobile phone network should beco

27、me the object of their attention， enrich teaching content， efforts to expand classroom space in order to seek the most Good teaching efficiency. Fourth， focus on interaction and communication. Compared with traditional teaching， blended learning less and less knowledge transfer， and more and more ex

28、cited thinking； teachers can not simply put students to network， learn to rely on the students 8themselves. Teachers need to focus time and energy to engage in effective and creative activities. Should be transformed into a facilitator who passed by the administrator into the guide. Through good tea

29、cher-student interaction， such as the use of message boards， discussion boards， e-mail and exchange platform on issues such as the school and students to give timely feedback， and students to build a curriculum resources， to fully mobilize the initiative and enthusiasm of learners curriculum learnin

30、g， enhance teaching effectiveness and learners for blended learning satisfaction. 4.3 Using the new evaluation methods to encourage students to actively participate Because of the complexity of diversity blended learning environment， resource richness and learning activities， making the evaluation o

31、f learning outcomes of a single learning environment is more complex with respect. Therefore blended learning will be based on different learning objectives， considering the learning process and the learning outcomes of two factors for more scientific and rational evaluation of learning outcomes. It

32、 should use the multi-use action observation， the formative assessment and diagnostic evaluation of the combination strive to evaluate stimulate 9motivation to guide the learning process evaluation to assess improve learning outcomes. References 1 Zhang Ling， blended learning in university teaching applications， education and occupation， 2010 （20） ， P142-143 2 Qian Shui River， Bi Xingyu， the basic idea of blended learning and instructional design， the Chinese education technology and equipment， 2010.12 （36） P71