Blended learning (BL) weaves face-to-face instruction into computer-mediated instruction in formal academic settings. This study shares an experience of BL in the teaching and learning of a mathematics topic “Perimeter of Closed Shapes” in primary education. Teacher-directed instruction and student-centered learning activities were conducted in a classroom learning environment; and an online learning platform was developed for the consolidation of knowledge that was acquired in class. The evaluation results show that students could effectively acquire knowledge of the target topic under the BL approach in the designed learning context, irrespective of the frequency of using the online learning component in the BL environment. This study reveals that critical factor for the successful implementation of BL is the starategies of teachers for handling learning diversity among students. Copyright © 2010 Springer-Verlag Berlin Heidelberg.
|Title of host publication||Hybrid learning|
|Editors||Philip TSANG , Simon K.S. CHEUNG , Victor S.K. LEE , Ronghuai HUANG|
|Place of Publication||Berlin|
|ISBN (Print)||9783642146572, 9783642146565|
|Publication status||Published - 2010|
CitationKong, S. C., Chan, C. L., & Wang, F. L. (2010). Experience of blended learning in school education: Knowledge about perimeter of closed shapes. In P. Tsang, S. K. S. Cheung, V. S. K. Lee, & R. Huang (Eds.), Hybrid learning (pp. 296-305). Berlin: Springer-Verlag.
- Blended learning
- Computer-mediated instruction
- Face-to-face instruction
- Online learning
- Mathematics education
- School education