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1、Literature Review on Blended LearningLiu+Chunmei+Indika+Liyanage【Abstract】Althoughverybrief，thisreviewoftheresearchthathasbeencarriedoutoverthepast15yearsonblendedlearningshowshowthefieldhasevolvedfromcontroversialstudiesofthedefinitionstoempiricalstudiesofitsteachingeffects.Inthisarticle，Ipresentth
2、ebirthandriseofblendedlearninganddescribedthreepartiallyoverlappingcategoriesofthestudiesonit.【Keywords】BlendedLearning；EducationalTechnology；BlendedApproachTheterm“blendedlearninghasbeenaroundforoverfiftyyears.Itbecamepopularwiththeriseofcomputersandtelecommunicationsthatenabledremoteanddistancelea
3、rning.Althoughtheconceptsbehindblendedlearningfirstdevelopedinthe1960s，theformalterminologytodescribeitdidnottakeitscurrentformuntilthelate1990s.Oneoftheearliestusesofthetermappearsina1999pressrelease，whichmentionedthat“TheCompanycurrentlyoperates220on-linecourses，butwillbeginofferingitsInternetcour
4、sewareusingthecompanysBlendedLearningmethodology.Theterm“blendedlearningwasinitiallyvague，includingawidevarietyoftechnologiesandteachingmethodsindifferentcombinations.In2020，thetermbecamemoreconcretewiththepublicationofthefirstHandbookofBlendedLearningbyBonkandGraham.Grahamdefined“blendedlearningsys
5、temsaslearningsystemsthat“combineface-to-faceinstructionwithcomputermediatedinstruction.BonkandGraham，2020BlendedlearningoriginatedinprofessionaldevelopmentandtraininginBusinessindustrySharmaandBarrett，2020wasthenappliedinhighereducationMacDonald，2020.AndfinallyitwasemployedinEnglishlanguageteaching
6、ELTandgraduallybecameacommonplaceinELTTomlinsonandWhittaker，2020.Threepartiallyoverlappingcategoriescanbedistinguishedwithinblendedlearningresearch.Thefirstcategoryofblendedlearningstudiesconsistsinanalysisofthedefinitionsofblendedlearning.Thesecondgroupofblendedlearningstudiesfocusesonthecomparativ
7、eresearchontheeffectivenessofblendedlearningandconventionalclassroomapproach.Thethirdbodyofblendedlearningresearchcentersonpedagogicalreformbyredesigningtheblendingway.I.LackofConsensusonaDefinitionofBlendedLearningTheliteratureoffersmanydifferentpracticaldefinitionsofblendedlearningBliuc，Goodyear，E
8、llis，2020.AccordingtoVanDerLinden2020，“blendedlearningisbroadlydefinedasreplacingseattimeincourseswithonlineactivitiestoachievelearningobjectives.Whethertermedhybridorblended，akeyfeatureofthismodeofinstructionisthatitrequiresafundamentalcourseredesignthattransformsthestructureandapproachtostudentlea
9、rningGarrisonVaughan，2020.TangJingwei2020introducedthedifferentscholarsdefinitionsofblendedlearningandpointedoutthatuntilnow，theresnoconsensusonhowitisdefinedanddifferenttermssuchas“blended，“mixed-modeand“hybrid，areused.TANGlistedthreetypicaldefinitionsbysomeresearcherssuchasDziuban，HartmanandMoskal
10、2020，KekangHe2020andJiahouLi2020.Tangfinallysummarizedtheblendedlearninginhisstudyas“anoptimizationcombinationwhichaimstoincludethepositiveaspectsofface-to-facelearningandonlinelearning.Wasoh2020listedthetwodescriptionsofblendedlearningaccordingtoRoviaandJordan2020，ColisandMoonen2020.ColisandMoonens
11、tatedintheirstudy“blendedlearningisahybridoftraditionalface-to-faceandonlinelearningsothatinstructionoccursbothintheclassroomandonline.MajaGrGurovi?2020madeabriefliteraturereviewofthedifferentdefinitionsofblendedlearning.HecitedThornesdefinitionofblendedlearningThorne，2020“blendsonlinelearningwithmo
12、retraditionalmethodsoflearninganddevelopment.Majadefinedblendedlearninginhisstudyasface-to-faceteachingandlearningsupplementedbyanonlineCALLcomponentdeliveredthroughalearningmanagementsystemLMS.KevinLothridge2020andhisco-researchersgaveashortdefinition“blendedlearningisusingtwoormoreinstructionaldel
13、iverymethodstoimpartknowledgeandskillstothelearner.AccordingtoSoandBrush2020，“Generally，blendedlearningmeansanycombinationoflearningdeliverymethods，includingmostoftenface-to-faceinstructionwithasynchronousand/orsynchronouscomputertechnologies.TheyagreedwithPhippsMerisotis1999thatblendedlearningisthe
14、“thirdgenerationofdistanceeducationsystems，whichischaracterizedasmaximizingthebestadvantagesofface-to-facelearningandmultipletechnologiestodeliverlearning.VanDerLinden2020pointedoutthatmostcollegesanduniversitiesfailtodefineblendedlearningataninstitutionallevelandtheabsenceofaprecisedefinitionthenle
15、ndsitselftoblendedlearningbecomingameredescriptionofasingularcourseratherthananinstitutionalstrategy.II.ComparativeResearchonEffectivenessofBlendedLearningandConventionalClassroomApproachPreviousstudiescomparingtheeffectivenessofblendedlearningandconventionalclassroomapproachhavereportedhigherachiev
16、ementandattitudelevelsamonginstructorsandstudentsThang，Wong，Noor，2020.Wasoh2020summarizedtheadvantagesanddisadvantagesofblendedlearningbyreviewingtherelatedliteratures.Someoftheadvantagesofblendedlearningincludecost-effectivenessforbothlearnersandtheinstitution.Someofthedisadvantagesmayincludecomputerandinternetaccessibility，limitedknowledgeintheuseoftechnology，andlackofcomputerlabsonuniversitycampus.Lothridg
