Literature Review on the Exploration and Practice of Blended Teaching Models in the Post-epidemic Era

DOI

10.2991/978-2-494069-89-3_100How to use a DOI?

Keywords

Blended Learning; Post-epidemic Era; Teaching Mode; Online Teaching

Abstract

In the context of the normalization of the epidemic, the blended teaching model has become the new normal. This paper reviews the research results of the hybrid teaching model in universities in the post-epidemic era in recent years and summarizes the difficulties and obstacles that may be encountered in its implementation. Finally, this paper summarizes three paths for the future development of the hybrid teaching model, from the perspectives of teaching philosophy, teaching methods, and teaching evaluation. The outcomes of the aforementioned literature search also show certain issues. On the one hand, there is a lack of a more profound intention, which results in a superficial discussion and a lack of a systematic summary. On the other hand, the majority of researchers start from the background of the post-epidemic era to study the impact factors on blended teaching, but do not present the improvement strategies with universal value, which is ineffective.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Tianjing Ren
PY  - 2022
DA  - 2022/12/30
TI  - Literature Review on the Exploration and Practice of Blended Teaching Models in the Post-epidemic Era
BT  - Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)
PB  - Atlantis Press
SP  - 854
EP  - 862
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-89-3_100
DO  - 10.2991/978-2-494069-89-3_100
ID  - Ren2022
ER  -