Skip to main content
SpringerLink
Log in

Blended Learning: Beyond Technology to Pedagogical Structure Design

  • Conference paper
  • First Online:
Book cover Blended Learning: Aligning Theory with Practices (ICBL 2016)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 9757))

Included in the following conference series:

Abstract

Blended learning has become a predictable trend of educational revolution. However, if it is still simply understood as the combination of face-to-face instruction and online learning, such overemphasis on technology will conceal its real mechanism. According to the System Science, structure is the decisive factor for function. Pedagogical structure is the approach or sequence of the spatial and temporal combination and interaction of different elements (e.g. student, teacher, teaching content and media) in a pedagogical system. It is a mutual attribute of different levels of pedagogical system, and depends on elements’ category, number, proportion, and combination modes. The current research on education revolution seldom involves combination modes between different layers of structure which is actually what blended learning aims to. Based on Jacobson’s work, a revised framework of Sequencing Pedagogical Structure (SPS) was put forward by adding two more factors: emphasis of approaches and temporal orientation. It further concluded eleven structure sequences of blended learning system helping address the key issues like “to blend or not to blend” and “what extent to blend”. Finally flipped classroom, a typical blended learning model, was briefly analyzed from a perspective of SPS framework.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Johnson, L., Becker, S.A., Estrada, V., Freeman, A.: NMC Horizon Report: 2015 K-12 Edition. The New Media Consortium, Austin (2015)

    Google Scholar 

  2. Johnson, L., Becker, S.A., Estrada, V., Freeman, A.: NMC Horizon Report: 2015 Higher Education Edition. The New Media Consortium, Austin (2015)

    Google Scholar 

  3. Yu, X., Zhang, W.L.: Research status and trend analysis of blended learning. Contemp. Educ. Technol. 07, 14–18 (2013)

    Google Scholar 

  4. Allen, I.E., Seaman, J., Garrett, R.: Blending in: the extent and promise of blended education in the United States. Sloan Consortium, vol. 5, p. 35 (2007)

    Google Scholar 

  5. He, K.K.: The new development of educational technology theory from the perspective of blending learning (the first half). e-Educ. Res. 03, 1–6 (2004)

    Google Scholar 

  6. Horn, M., Staker, H.: Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass, San Francisco (2015)

    Google Scholar 

  7. Clark, R.E.: Reconsidering research on learning from media. Rev. Educ. Res. 53(4), 445–449 (1983)

    Article  Google Scholar 

  8. Daniel, J., Liu, D.L., Shao, H.P.: Understanding blended learning: cherish the old tradition or pursue better future? Chin. Distance Educ. 11, 5–17+29 (2015)

    Google Scholar 

  9. Singh, H., Reed, C.: A White Paper: Achieving Success with Blended Learning (2001). http://www.leerbeleving.nl/wbts/1/blend-ce.pdf. Accessed 17 April 2016

  10. Driscoll, M.: Blended learning: Let’s get beyond the hype. Learning and training innovations (2002). http://www-07.ibm.com/services/pdf/blended_learning.pdf. Accessed 17 April 2016

  11. He, K.K.: E-learning and the in-depth revolution of higher education (the first half). Chin e-Educ. 02, 8–12 (2002)

    Google Scholar 

  12. Wei, H.S.: System Theory (系统论). Tsinghua University Press, Wuhan (1995)

    Google Scholar 

  13. Bertalanffy, L.V.: General System Theory: Foundations, Development, Applications. George Braziller, New York (1968)

    Google Scholar 

  14. Zhang, L.G.: From “pedagogical structure” to the cultivation of student’s “subjectivity” – Philosophical thinking on the theory construction of educational technology. e-Educ. Res. 06, 19–21 (2006)

    Google Scholar 

  15. Li, X.W., Wang, Y.: Teaching Strategy (教学策略). Higher Education, Beijing (2000)

    Google Scholar 

  16. He, K.K.: The theory of pedagogical structure and the pedagogical in-depth revolution (the first half). e-Educ. Res. 07, 5–10 (2007)

    Google Scholar 

  17. Yu, S.Q., Ma, N.: Analysis of pedagogical structure — a response to sir Chongguang Qiu. e-Educ. Res. 06, 3–8 (2003)

    Google Scholar 

  18. Zhao, W.H.: System Theory of Higher Education (高等教育系统论). Guangxi Normal University Press, Guilin (2001)

    Google Scholar 

  19. Jacobson, M.J., Kim, B.: To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning. Interact. Learn. Environ. 23(6), 715–730 (2013)

    Article  Google Scholar 

  20. Zhang, X.X.: Half class: new exploration on the classroom teaching revolution in higher education. Fudan Educ. Foru. 05, 5–10 (2014)

    Google Scholar 

  21. Kirschner, P.A., Sweller, J., Eclark, R.E.: Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ. Psychol. 41(2), 75–86 (2006)

    Article  Google Scholar 

  22. Home-Silver, C.E., Duncan, R.G., Chinn, C.A.: Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educ. Psychol. 42(2), 99–107 (2007)

    Article  Google Scholar 

  23. Paas, F., Renkl, A., Sweller, J.: Cognitive load theory and instructional design: recent developments. Educ. Psychol. 38(1), 1–4 (2010)

    Article  Google Scholar 

  24. He, K.K.: Review on the debate of whether “constructivism instruction” is successful or not in America. e-Educ. Res. 10, 5–24 (2010)

    Google Scholar 

  25. Edelson, D.C.: Learning-for-use: a framework for integrating con-tent and process learning in the design of inquiry activities. J. Res. Sci. Teach. 38, 355–385 (2001)

    Article  Google Scholar 

  26. Schwartz, D.L., Martin, T.: Inventing to prepare for future learning: the hidden efficiency of encouraging original student production in statistics instruction. Cogn. Instr. 22, 129–184 (2004)

    Article  Google Scholar 

  27. Kapur, M., Bielaczyc, K.: Designing for productive failure. J. Learn. Sci. 21(1), 45–83 (2012)

    Article  Google Scholar 

  28. Van Lehn, K.: Towards a theory of impasse-driven learning. In: Mandl, H., Lesgold, A. (eds.) Learning Issues of Intelligent Tutoring Systems, pp. 19–41. Springer, New York (1988)

    Google Scholar 

  29. Van Lehn, K., Siler, S., Murray, C., et al.: Why do only some events cause learning during human tutoring? Cogn. Instr. 21(3), 209–249 (2003)

    Article  Google Scholar 

  30. Bjork, R.A., Linn, M.C.: The science of learning and the learning of science introducing desirable difficulties. Aps Observer. 19(3), 77–101 (2006)

    Google Scholar 

  31. Song, Y.L., Meng, Z.P., Yan, Y.J.: Analysis on flipped classroom from the perspective of cognitive load theory — as well as the analysis of typical flipped classroom models. Distance Educ. J. 01, 105–112 (2014)

    Google Scholar 

  32. Yin, M.: Primary analysis of structured function. Sch. Educ. J. Suzhou 02, 7–10+26 (1987)

    Google Scholar 

  33. Bransford, J.D., Brown, A.L., Cocking, R.R.: How People Learn: Brain, Mind Experience, and School. National Academy Press, Washington DC (2000)

    Google Scholar 

Download references

Acknowledgments

I would like to thank Professor Michael J. Jacobson for his kind share of his new work and comments on the flipped classroom which is the great enlightenment of this paper.

Author information

Authors and Affiliations

  1. Shaanxi Normal University, Xi’an, China

    Liru Hu

Authors
  1. Liru Hu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Liru Hu .

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong, Kowloon, Hong Kong

    Simon K.S. Cheung

  2. City University of Hong Kong, Hong Kong, China

    Lam-for Kwok

  3. Peking University, Beijing, China

    Junjie Shang

  4. Peking University, Beijing, China

    Aihua Wang

  5. Caritas Institute of Higher Education, Hong Kong, China

    Reggie Kwan

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this paper

Cite this paper

Hu, L. (2016). Blended Learning: Beyond Technology to Pedagogical Structure Design. In: Cheung, S., Kwok, Lf., Shang, J., Wang, A., Kwan, R. (eds) Blended Learning: Aligning Theory with Practices . ICBL 2016. Lecture Notes in Computer Science(), vol 9757. Springer, Cham. https://doi.org/10.1007/978-3-319-41165-1_20

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-41165-1_20

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-41164-4

  • Online ISBN: 978-3-319-41165-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation