Promoting blended learning strategies based on the participatory instructional design concept

Abstract

Blended learning, namely the combination of face-to-face teaching with computer aided on-line learning, has been proven to be an effective way in study, but still lower utilization in China's institutions of higher learning, mainly because of teachers' ideas and information literacy. Participatory instructional design theory is a new education teaching theory which arose in the late 20th century and refers to students' participation in the teaching design process, planning together with faculty and other students and generating activity results. Based on the theoretical guidance of participatory instructional design, this paper explores a strategy of promoting blended learning, that is, by student's participation and assistance, teachers use, develop, and form their blended learning concept in teaching practice. © 2012 Springer-Verlag.