blended learning in higher education

Blended learning has been discovered as a new educational phenomenon within the academy in this pre-digital age. It combines different modes of delivery, approaches of teaching and styles of learning within an interactively meaningful environment. In higher education, blended learning is often referred to as the combination of online and face-to-face class components. Students, faculty and administrators are three major groups that involve in blended learning environment. (Vaufhan, 2007). Therefore, blended learning can be fully analyzed these perspectives.

Oblinger (2003) states that those students belonging to generation X (born 1965-1980) and millennial (born 1981-1994) make up the majority of today’s university population. Those groups grew up with technology and enjoyed the scientific achievement. Blended learning offers a university model that more congruent with their norms. Students become more active in their learning and some technological skills that beyond the traditional class. They can access the flexibility that provide by blend learning. It means that they learn anytime and anywhere with their own pace. This learning model also encourages students’ interaction with instructor and peer. However, with the fact that the rhythms of blended courses differ from those in face-to-face classes, the student must relearn how to learn. Further, a good blended learning is depending on well self-management of students. So how to manage themselves maybe another problem for students.

The blended course initiative has experienced a significant growth on campus. The majority of the faculty are satisfied with their blended learning courses and indicate that would keep use this approach in future. (Charles, D., Joel, l. &Patsy, D., 2004 ).The reason for faculty provides a high level of support is the convenience and increased instructional quality. Besides, in order to increase student engagement and improve their academic performance, the faculty should shift their role as designers of active learning environment. Just as students have to relearn how to learn, faculty have to relearn how to teach.

At the institutional level, administrators should see what others cannot. Generally, administration is able to respond needs of blended learning and offer more flexible learning opportunity. The institution must make necessary policy, planning, resources, scheduling, and support systems to ensure that blended learning initiatives successful. (Garrison & Kanuka, 2004).Of course, they need change their role just as do faculty and students.

Blended learning in higher education is an evolving phenomenon and offer possibility for flexible access, low cost, high efficiency and timely degree completion. (Charles, D., Joel, l. &Patsy, D., 2004). It has changed the way learning is perceived and delivered, brought about institutional transformation.  And this is only beginning.


Charles, D., Joel, l. & Patsy, D. (2004). Blend learning. EDUCAUSE Research, 2004(7).

Trasler, J. (2002). Effective learning depends on the blend. Industrial and Commercial Training, 34(5), 191-193.

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on ELearning, 6(1), 81-94.

By nancyzhangedpc5003

Teachers’ influence on Students

Teachers’ influence on Students

Teachers are mentors and role models to their students. They pass knowledge and values to their pupils, prepare them for further education and working life. A good teacher can change student’s life though word and deed. Here are some influences the teacher can have on students:


Parental Guidance

The family had a considerable influence on student development. However, not all students have good parents. (John, 2003).Teachers can take the role of parents for students who need parental guidance. They can give students helping hand when have problem. Sometimes the student only needs someone to pour out his or her troubles and find some comfort. The teacher who is willing to listen can be great support to a student.


Academic performance

Many students lack self-control, they don’t like study. They tend to be put off study. Teachers have a great influence on student’ interests and academic performance. (Karen, 2012).They are able to help student understand those difficult lessons. The teachers can also arise the enthusiasm of students through encourage and guidance. The most important thing is the teacher must impart to students thinking and learning skills. If they are willing to learn and could manage and themselves well, they will be performing better.


Social and moral values

Teachers have an unenviable role in shaping their social and moral values. Students are really easy to fall into a wrong way because of their young mind and little experience. This remind me of the novel the catcher in the rye that written by Jerome David Salinger. The teacher should be the catcher in the rye who catches every student if they start to go over the cliff. Students can be better person because of the teacher.



Career Aspirations

Most students have clear goal what they want to be, though the goals change over time. For those students they have a direction to head in at least. Unfortunately, there still a number of students who feel confused for their future. This is especially effect in students who have emotional problems. If it serious, they tend to go to extremes. Teachers can give them some advice and help them find direction. Of course, teachers should guide them but not decide for them.


Just like the commercial, we never forget a good teacher. They change student’s life by helping them to realize their potential, helping them to grow, helping them to find their talents, skills and abilities. Teachers are the windows through which students will see their future. As for the teachers, they can make a difference by a deeper understanding of their influence on the students. They will be enjoy the great experience witnessing growth of students and feel proud of their students.



Wentzel, R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 2,202-209.


John, H. (2003). Teachers Make a Difference: What is the research evidence? Australian Council for Educational Research ,University of Auckland.






By nancyzhangedpc5003

Purpose of the Site


This blog has been created in order to present my research and opinion on education.Your comment is highly appreciated.

By nancyzhangedpc5003

About Me


Hi! My name is Nancy. I came from China and finished my bachelor degree of education in 2011. I am currently doing my master degree of educational management and leadership in university of Sydney. I’m studying how to become a teacher or an administration staff. Hopefully I can find a job in schools for the future. Because I truly believe that education can change life. People who work in this magic field can enjoy the difference that they make.

By nancyzhangedpc5003

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