Staff and students perceptions of blended language teaching and learning in Hangzhou’s higher education - a qualitative case study

Abstract

In recent years, China has witnessed an increased use of digitalization and blended learning in its educational systems, both at the local and national levels of delivery. However, despite significant improvements in hardware infrastructure, there remains a noticeable gap between expectations and actual effectiveness. In this research, 9 higher educational institutions in Hangzhou serve as a multiple case to explore the perceptions of English language teachers teaching first-year students and the experiences of year-one students regarding blended English language learning. The study also aims to investigate the challenges faced and strategies employed by both teachers and students in the different contexts.

Drawing on data from interviews, Wenger’s theory of Communities of Practice (henceforth CoP) is proposed as a theoretical framework to explore how university teachers approach blended learning (henceforth BL) and develop their expertise in its use. The framework provides insights into how individuals collaborate, share knowledge, and develop expertise within specific domains, or conversely, why they struggle with BL implementation.

The results demonstrate that the majority of teachers hold a positive attitude towards BL and its future development. It has been seen that engagement, imagination, and alignment are crucial in successful implementation while administrative and institutional factors may act as barriers. On the student side, online learning is indispensable and helpful in learning while some perceive suboptimal outcomes due to poor course design, management, and conceptual barriers. This thesis argues that online platforms can be a mainstream choice for BL, but not mandatory. BL is an inclusive concept, whose success depends on various factors, including students and teachers attributes and proficiency. Additionally, support from higher authority, management, and collaboration between teaching teams and administrative teams are also crucial. Therefore, the adoption of BL should be tailored to individual contexts.

Date of Award	Mar 2024
Original language	English
Awarding Institution	University of Nottingham
Supervisor	John Trent (Supervisor) & Douglas Bell (Supervisor)