Blended Learning Practices among Chinese Secondary School Teachers: The Untold Stories

Abstract

The development of intelligent campus construction for primary and secondary schools in Guangdong Province, China has enabled Chinese educators to realize that promoting the transition from primary and secondary school teaching to blended learning (BL) would become the primary goal of future basic education development. However, Chinese educational research scholars have rarely studied the application of BL theory in secondary schools. The implementation of BL in secondary schools continues to face multiple challenges. This study explores the BL model successfully implemented by teachers in the context of secondary schools in Guangdong Province. A total of 13 teachers participated in the interviews, and results are analyzed using thematic analysis techniques. Data analysis results show that teachers acknowledge the positive impact of BL on students, but they lack the motivation to actively implement this method. The negative experience includes eight categories: teaching resources, teacher–student interaction, student self-control, student academic performance, network environment, learning platform, observing students, and workload. Findings will propose new research thinking to propel the implementation of BL in secondary schools.