The Blended Teaching and Learning Online and Offline From the Perspective of Independence and Interaction
Taking English Teaching as an Example
- 10.2991/assehr.k.201128.099How to use a DOI?
- the blended English teaching and learning, online and offline education, independence, interaction
This paper studies the origin, development, characteristics, forms, application ways and influence of blended English teaching and learning online and offline from the perspective of independence and interaction. Online education such as MOOC and SPOC enable learners to accept classical and up-to-date English learning materials from famous universities home and abroad and to arrange independent learning at their own pace. Offline education of the blended teaching and learning helps promote the deep understanding and overall application of English knowledge through face-to-face or other means of communication and interaction between teachers and students or among students themselves. An integrated approach of combining induction and deduction and drawing upon materials form the basis of the present study with a view to bring out the implications of the blended English teaching and learning: playing the functions of realizing the roles of learners as main participants and teachers as instructors; promoting learners’ development of autonomous learning and social ability; cultivating learners’ global vision and comprehensive English ability and creating a sustainable and balanced educational ecology.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Wuhui Chen PY - 2020 DA - 2020/11/29 TI - The Blended Teaching and Learning Online and Offline From the Perspective of Independence and Interaction BT - Proceedings of the International Conference on Education Studies: Experience and Innovation (ICESEI 2020) PB - Atlantis Press SP - 538 EP - 543 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201128.099 DO - 10.2991/assehr.k.201128.099 ID - Chen2020 ER -