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classroom learning with online learning, the teacher
should design the course to benefit students and guide
them to learn knowledge actively and creatively. Yuan
made research on teaching schema for blended learning
and put forward the teaching schema which included
traditional classroom teaching and fictitious simulation
environment[8]. Fan studied the teaching processes that
included problem planning, teaching experiment,
recording the process and periodical summary, then he
put forward a new teaching schema[9]. Li provided a new
blended self-learning schema including ten steps based
on units of thinking process: thinking start point, thinking
materials, thinking direction, thinking style and thinking
result [10].
From the proceeding walk-through in researches on
blended learning, we can conclude that the related
researches on definition of blended learning and teaching
schema based on blended learning were studied widely
and deeply. And it is accepted by many scholars that the
blended learning is different from traditional classroom
learning. Therefore, the evaluation for blended learning
should be considered. Few research on the field, however,
is not found in published papers.
Ⅲ. BUILDING THE BLENDED LEARNING SYSTEM
According to the properties of professional knowledge
about business management, a blended learning system
was designed to integrate network leaning and face-toface
learning to realize the revolution of teaching learning
resources, method and schema, thus improving student’s
learning abilities.
The designing of blended learning system involved
four parts and every part went through three research
actions. The detailed process of the designing is as
follows:
Planning. Firstly the interests of students are found
through questionnaire, then the learning initiative are
inspired through network leaning and classroom lecturing.
Finally, preview assignments should be announced a
week before and students should proposed their own
questions using network resources learning, the questions
are collected and representative questions will be selected
as the learning task considering difficult points and key
points of the course, then the teacher will lecture these
questions in the classroom and integrate network
resources.
Practicing. The content of the course is divided into
three categories, points to be conscious of, key points and
difficult points. Points to be conscious of is studied by
students themselves or group learning. Key points and
difficult points will presented to students by web pages or
multimedia courseware in BB and are also lectured by
teachers in the classroom. Students finish their homework
using BB network resource and online discussion board
and submit them. The excellent homework will be
selected by students and teachers and be displayed in a
special portforlio.
Recording. The teacher observes students’ utilizing
abilities of blended leaning resource and the problem
solving capabilities. And improvements students made
through questions they proposed and accuracy of their
answers.
Summarizing. Teachers review on students’ submitted
homework, students’ knowledge expanding, problemsolving
abilities and learning initiative, and introspect the
results.
In designing the blended learning system, the
following factors were considered: firstly, the blended
learning resources planning included face-to-face lecture
content, network course resource and online learning
portforlio. Secondly, blended learning discussion
environment setting, choosing of topic and student
grouping and discussion process planning are the
conclusion of blended discussion board designing. At last
evaluation on blended learning should be designed, which
consider the evaluation on classroom teaching, virtual
teaching process and blended discussion board designing.
And the architecture of blended learning system is
demonstrated as Fig1.
Network resources
Blended
learning
system
Blended
learning
resource
Blended
discussion
planning
Platform for
Blended
instructional
evaluation
Face-to-face
curriculum
Online portforlio
Environment
and resource
planning
Topics and group
planning
Discussion process
planning
Classroom
teaching
evaluation
Virtual teaching
evaluation
Blended discussion
evaluation
Figure1 architecture of blended learning system
The experiment was planned to test the effectiveness
of the blended learning system. Two classes selecting the
same course were decided, which were donated as Class
A and Class B. Students in Class A used the blended
learning system and students in class B used the
traditional face-to-face teaching model. Students were
scored using same test paper and other assessing standard
after the course was finished. Then, the learning abilities
in Class A and Class B were compared and analyzed to
testify the hypothesis that students used blended learning
system can obtain better understanding of the course than
students used traditional classroom lecturing scheme.
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