Students’ willingness to participate blended leaning has been an interesting topic in the higher education context. This paper aims to examine students’ willingness to choose blended learning and identify the influencing factors related to their willingness. A large-scale questionnaire survey was conducted with a collection of 1903 valid responses. Meanwhile, nine students were interviewed. The findings indicated that blended learning have not been widely offered in Chinese universities. Students’ participation and understanding of blended learning are relatively limited, but most students have a positive attitude to blended learning and are willing to choose it in the future. Such factors as students’ demographic features, curriculum cognition, curriculum design, learning demands will affect their willingness to choose blended learning.
|Title of host publication||Blended Learning : Education in a Smart Learning Environment : 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24-27, 2020 : Proceedings|
|Editors||Simon K.S. CHEUNG, Richard LI, Kongkiti PHUSAVAT, Naraphorn PAOPRASERT, Lam-For KWOK|
|Number of pages||14|
|Publication status||Published - 2020|
|Event||13th International Conference on Blended Learning, ICBL 2020 - Bangkok, Thailand|
Duration: 24 Aug 2020 → 27 Aug 2020
|Name||Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)|
|Conference||13th International Conference on Blended Learning, ICBL 2020|
|Period||24/08/20 → 27/08/20|
Bibliographical noteFunding Information: This study has been supported by Peking University 2020 novel coronavirus-infected pneumonia prevention and control (special) project "Research on Learning Mechanisms and Key Technologies to Improve the Quality of Online Education" (No. 35), and 2019 Beijing higher education undergraduate teaching reform and innovation project "Relying on High-Quality International Resources to Enhance the Ability of Cultivating Innovative Talents-Taking BDIC as an Example" (No. 162).
- Blended learning
- Choosing willingness
- Curriculum cognition
- Students’ demands