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Table of Contents
Intro
Foreword
Mainstreaming Online and Blended Learning in Higher Education Through Supportive Ecosystems
A Forced Reality
The New Normal Post-pandemic
Supportive Ecosystems
Program Development and Course Planning
Main Features of the Book
Foreword
Preface
Background of the Book
University/Faculty Policies, Initiatives, and Strategies to Drive and Support Blended Learning
Blended Learning Implementation at the Course Level
References
Contents
Chapter 1: System-Driven Blended Learning for Quality Education: A Collective Case Study of Universities and Vocational Colleges and Schools in China
1.1 Introduction
1.2 Methodology
1.2.1 Case Selection
1.2.2 Data Collection and Case Analysis
1.3 Results
1.3.1 Implementation of BL in Shandong University of Technology(SUT)
1.3.1.1 Strategy
1.3.1.2 Structure
1.3.1.3 Support
1.3.1.4 The Impacts of BL Implementation on Teaching and Learning
1.3.2 Implementation of BL in Inner Mongolia University for Nationalities (IMUN)
1.3.2.1 Strategy
1.3.2.2 Structure
1.3.2.3 Support
1.3.2.4 The Impacts of BL Implementation on Teaching and Learning
1.3.3 Implementation of BL in Bohai Shipbuilding Vocational College (BSVC)
1.3.3.1 Strategy
1.3.3.2 Structure
1.3.3.3 Support
1.3.3.4 The Impacts of BL Implementation on Teaching and Learning
1.3.4 Implementation of BL in Guangxi Electrical Polytechnic Vocational College (GEPVC)
1.3.4.1 Strategy
1.3.4.2 Structure
1.3.4.3 Support
1.3.4.4 The Impacts of BL Implementation on Teaching and Learning
1.3.5 Implementation of BL in Fujian Chemical Engineering Vocational School (FCEVS)
1.3.5.1 Strategy
1.3.5.2 Structure
1.3.5.3 Support
1.3.5.4 The Impacts of BL Implementation on Teaching and Learning
1.3.6 Implementation of BL in Urumqi Physical Education and Sports Vocational School (UPESVS)
1.3.6.1 Strategy
1.3.6.2 Structure
1.3.6.3 Support
1.3.6.4 The Impacts of BL Implementation on Teaching and Learning
1.4 Discussion
1.4.1 Strategy
1.4.2 Structure
1.4.3 Support
1.4.4 Impacts on Teaching and Learning
1.5 Summary
1.6 Implications, Challenges, and Future Directions
References
Chapter 2: A Grassroots Approach Towards Professional Development in Blended Learning of a Faculty at a University in Hong Kong
2.1 Introduction
2.2 Literature Review
2.2.1 Issues and Challenges of PD in Blended Learning
2.2.2 Key Principles of PD for Blended Learning
2.2.2.1 Establishing a Professional Learning Community
2.2.2.2 Addressing the PD Needs of the Teaching Staff
2.3 Grassroots Approach Towards PD in Blended Learning in FEHD
2.3.1 The Establishment of the Faculty Professional Learning Community for Blended Learning
2.3.1.1 Leadership Support
Foreword
Mainstreaming Online and Blended Learning in Higher Education Through Supportive Ecosystems
A Forced Reality
The New Normal Post-pandemic
Supportive Ecosystems
Program Development and Course Planning
Main Features of the Book
Foreword
Preface
Background of the Book
University/Faculty Policies, Initiatives, and Strategies to Drive and Support Blended Learning
Blended Learning Implementation at the Course Level
References
Contents
Chapter 1: System-Driven Blended Learning for Quality Education: A Collective Case Study of Universities and Vocational Colleges and Schools in China
1.1 Introduction
1.2 Methodology
1.2.1 Case Selection
1.2.2 Data Collection and Case Analysis
1.3 Results
1.3.1 Implementation of BL in Shandong University of Technology(SUT)
1.3.1.1 Strategy
1.3.1.2 Structure
1.3.1.3 Support
1.3.1.4 The Impacts of BL Implementation on Teaching and Learning
1.3.2 Implementation of BL in Inner Mongolia University for Nationalities (IMUN)
1.3.2.1 Strategy
1.3.2.2 Structure
1.3.2.3 Support
1.3.2.4 The Impacts of BL Implementation on Teaching and Learning
1.3.3 Implementation of BL in Bohai Shipbuilding Vocational College (BSVC)
1.3.3.1 Strategy
1.3.3.2 Structure
1.3.3.3 Support
1.3.3.4 The Impacts of BL Implementation on Teaching and Learning
1.3.4 Implementation of BL in Guangxi Electrical Polytechnic Vocational College (GEPVC)
1.3.4.1 Strategy
1.3.4.2 Structure
1.3.4.3 Support
1.3.4.4 The Impacts of BL Implementation on Teaching and Learning
1.3.5 Implementation of BL in Fujian Chemical Engineering Vocational School (FCEVS)
1.3.5.1 Strategy
1.3.5.2 Structure
1.3.5.3 Support
1.3.5.4 The Impacts of BL Implementation on Teaching and Learning
1.3.6 Implementation of BL in Urumqi Physical Education and Sports Vocational School (UPESVS)
1.3.6.1 Strategy
1.3.6.2 Structure
1.3.6.3 Support
1.3.6.4 The Impacts of BL Implementation on Teaching and Learning
1.4 Discussion
1.4.1 Strategy
1.4.2 Structure
1.4.3 Support
1.4.4 Impacts on Teaching and Learning
1.5 Summary
1.6 Implications, Challenges, and Future Directions
References
Chapter 2: A Grassroots Approach Towards Professional Development in Blended Learning of a Faculty at a University in Hong Kong
2.1 Introduction
2.2 Literature Review
2.2.1 Issues and Challenges of PD in Blended Learning
2.2.2 Key Principles of PD for Blended Learning
2.2.2.1 Establishing a Professional Learning Community
2.2.2.2 Addressing the PD Needs of the Teaching Staff
2.3 Grassroots Approach Towards PD in Blended Learning in FEHD
2.3.1 The Establishment of the Faculty Professional Learning Community for Blended Learning
2.3.1.1 Leadership Support