Xujia Yuan

DOI:    https://doi.org/10.4208/itl.20240104

Innovative Teaching and Learning, Vol. 6 (2024), Iss. 1 : pp. 26–39

Published online:    2024-01

Abstract

This paper explores the implementation of blended learning in higher education through a selective course “Readings from Selected English Journals.” The study investigates the development of an online platform for the course, the adaptation of the teaching syllabus to suit blended course dynamics, student and teacher’s feedback on the effectiveness of online resources and in-class interactions. In spite of some constraints in the syllabus design, differentiated instruction could be provided within the class based on students’ learning interests and motivations. Also, student and teacher expressed positive attitudes towards blended learning, suggesting a promising shift towards digital tools in education. The paper concludes with recommendations for future research to explore diverse course offerings and refine teaching practices. This is to meet students’ evolving needs in blended learning environments.

Keywords

Differentiated instruction blended learning EFL

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