Factors Influencing EFL Teachers' Implementation of SPOC-Based Blended Learning in Higher Vocational Colleges in China: A Study Based on Grounded Theory

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  • Author(s): Liping Jiang (ORCID Liping Jiang (ORCID 0000-0002-1785-7225)
  • Language:
    English
  • Source:
    Interactive Learning Environments. 2024 32(3):859-878.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      20
    • Intended Audience:
      Teachers
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Higher Education; Vocational Education; Blended Learning; Teaching Methods; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Online Courses; Teacher Attitudes; Instructional Improvement; Intention; Incentives; Learning Management Systems
    • Subject Terms:
      China
    • Accession Number:
      10.1080/10494820.2022.2100428
    • ISSN:
      1049-4820
      1744-5191
    • Abstract:
      The spread of the COVID-19 pandemic has gradually promoted blended teaching based on Small Private Online Course (SPOC) as a common teaching practice in most higher education institutions. Teachers play a critical role in the successful implementation of blended teaching. Questions regarding the factors that influence teachers' implementation strategies for SPOC-based blended teaching in higher vocational colleges, positively or negatively, are raised. This research investigated 63 English as a foreign language (EFL) teachers from four higher vocational colleges in China who are implementing SPOC-based blended teaching, encoded the obtained data at three levels, explored factors influencing EFL teachers' implementation of SPOC-based blended teaching, and constructed a theoretical model of the factors influencing teachers' implementation of SPOC-based blended teaching in which SPOC-based teaching intention is a pre-influencing factor, whereas the school incentive mechanism and curriculum platform satisfaction serve as situational influencing factors. This study can help EFL teachers improve the implementation of SPOC-based blended teaching and further optimise SPOC-based blended teaching policies and measures for stakeholders in practice.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1425771