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Differential Reactions of Urban and Rural Teachers to Blended Learning: Evidence from Chinese Secondary Schools

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Title: Differential Reactions of Urban and Rural Teachers to Blended Learning: Evidence from Chinese Secondary Schools
Language: English
Authors: Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria, Nurul Nadwa Zulkifli
Source: International Journal of Mobile and Blended Learning. 2024 16(1).
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teacher Attitudes, Teaching Methods, Rural Schools, Urban Schools, Secondary School Teachers, Blended Learning, Curriculum Design, Comparative Analysis, Teaching Skills, Educational Resources, Teacher Student Relationship, Foreign Countries, Barriers, Faculty Workload
Geographic Terms: China
DOI: 10.4018/IJMBL.337492
ISSN: 1941-8647
1941-8655
Abstract: The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437781
Database: ERIC
FullText Text:
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  Data: Differential Reactions of Urban and Rural Teachers to Blended Learning: Evidence from Chinese Secondary Schools
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lin+Wang%22">Lin Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Muhd+Khaizer+Omar%22">Muhd Khaizer Omar</searchLink><br /><searchLink fieldCode="AR" term="%22Noor+Syamilah+Zakaria%22">Noor Syamilah Zakaria</searchLink><br /><searchLink fieldCode="AR" term="%22Nurul+Nadwa+Zulkifli%22">Nurul Nadwa Zulkifli</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mobile+and+Blended+Learning%22"><i>International Journal of Mobile and Blended Learning</i></searchLink>. 2024 16(1).
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
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  Data: Y
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  Data: 19
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.4018/IJMBL.337492
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1941-8647<br />1941-8655
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.
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  Data: 2024
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  Data: EJ1437781
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437781
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      – Type: doi
        Value: 10.4018/IJMBL.337492
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Faculty Workload
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Differential Reactions of Urban and Rural Teachers to Blended Learning: Evidence from Chinese Secondary Schools
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          Name:
            NameFull: Lin Wang
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          Name:
            NameFull: Muhd Khaizer Omar
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            NameFull: Noor Syamilah Zakaria
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            NameFull: Nurul Nadwa Zulkifli
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              Y: 2024
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              Value: 1941-8647
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              Value: 1941-8655
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            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
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            – TitleFull: International Journal of Mobile and Blended Learning
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