An Action Research on Blended Learning Model Applied to the Course Teaching

In the context of higher education, blended learning has been extensively applied in course teaching. This paper employed an action research design, aimed at addressing the practical challenge of how to effectively integrate blended learning into the course teaching to cater to diverse learning preferences, ensure access to a wide range of learning materials, and cultivate practical skills relevant to future roles as professional preschool teachers. This action research involved 62 college students as participants, and conducted two surveys and one focus group interview for data collection. Based on the students' feedback and the researchers' self-reflection, the blended teaching model was modified in order to maximize its benefits for the learners. The modified course teaching model is comprised of before-class stage, in-class stage and after-class stage. Teachers and students shoulder different responsibilities in teaching and learning on each stage, but keep close collaboration during the entire process. Technical support is the key to realization of effective blended learning of this course. Implications and recommendations for future research were also discussed based on the results of this action research.