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Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers

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  • Muhammad Azeem Ashraf
  • Samson Maekele Tsegay
  • Yang Meijia

Abstract

The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers’ perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers’ perception of blended learning which contributes to global educational development.

Suggested Citation

  • Muhammad Azeem Ashraf & Samson Maekele Tsegay & Yang Meijia, 2021. "Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers," SAGE Open, , vol. 11(3), pages 21582440211, July.
  • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211030623
    DOI: 10.1177/21582440211030623
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    References listed on IDEAS

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    1. Silvana Dakduk & Zuleima Santalla-Banderali & David van der Woude, 2018. "Acceptance of Blended Learning in Executive Education," SAGE Open, , vol. 8(3), pages 21582440188, September.
    2. Lijia Guo & Jiashun Huang & You Zhang, 2019. "Education Development in China: Education Return, Quality, and Equity," Sustainability, MDPI, vol. 11(13), pages 1-20, July.
    3. Sarah Yusoff & Rohana Yusoff & Nur Hidayah Md Noh, 2017. "Blended Learning Approach for Less Proficient Students," SAGE Open, , vol. 7(3), pages 21582440177, August.
    4. Ngoc Ahn MAI & Thi Hai Ha DO & Dang Nui Nguyen & Thi Nhan Khieu & Dinh Hung Nguyen & Tri Tuan VU, 2019. "China’s higher education development: Policy review and recommendations," Journal of Community Positive Practices, Catalactica NGO, issue 3, pages 73-83.
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    Cited by:

    1. Samson Maekele Tsegay & Muhammad Azeem Ashraf & Shahnaz Perveen & Mulugeta Zemuy Zegergish, 2022. "Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University," Sustainability, MDPI, vol. 14(1), pages 1-13, January.
    2. Muhammad Azeem Ashraf & Nadia Shabnam & Samson Maekele Tsegay & Guoqin Huang, 2023. "Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students," IJERPH, MDPI, vol. 20(3), pages 1-14, February.
    3. Dusanka Boskovic & Dzenana Husremovic & Merima Muslic & Amra Kapo, 2023. "Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape," Sustainability, MDPI, vol. 15(24), pages 1-13, December.
    4. Jan Alam & Muhammad Azeem Ashraf & Samson Maekele Tsegay & Nadia Shabnam, 2022. "Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan," IJERPH, MDPI, vol. 19(8), pages 1-17, April.

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