Abstract
Blended learning design face a number of key challenges, such as incorporating flexibility, stimulating interaction, facilitating students’ learning processes, and fostering an affective learning climate. In this paper, a multi-mode blended learning model is developed, and the teaching effect is evaluated. It was conducted on the College English classes, which lasted for one semester. Reports from the students’ self-assessment of their language proficiency levels indicate that the multi-mode blended learning approach brings the benefits of improved listening, speaking, reading, writing, and translating competence.
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Acknowledgement
My heartfelt thanks go to the four anonymous reviewers and Professor He Guangkeng and Professor Jiao Jianli from South China Normal University for their invaluable feedbacks on earlier versions of this paper.
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Chen, Z. (2018). Teaching Effect of the Multi-mode Blended Learning Model from Students’ Perceptions. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_18
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DOI: https://doi.org/10.1007/978-981-13-0008-0_18
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