Abstract
As information technology and education teaching are becoming more integrated, the theory of Connectivism has become a frontier topic in the field of education, being ardently discussed by scholars in recent years. This paper takes the blended-teaching course “Improving English Listening and Speaking Skills through Current Affair” (IELSSCA) offered by Sichuan International Studies University as an example, and combines the learning theory of Connectivism to conduct an empirical study of sustainable innovation in teaching. By consulting the methods of documentation, on-line survey, UTAUT model, and interview, etc., this paper examines the operability of “the Framework for Instructional Interaction in Connectivist Learning Contexts Based on Cognitive Engagement” and related theories, demonstrates the effectiveness of active promotion of deeper learning provided by Connectivism, and summarizes experience for further study. The purpose of this paper is to put forward suggestions to promote the reform of education teaching methods and to optimize education and teaching quality in the networked era, and to provide empirical evidence and experience for the sustainable innovation of the Connectivist blended-teaching, so as to promote ecological evolution and sustainable development of the modern blended-teaching education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2021 Special Focus - Transcending Social Distance: Emerging Practices in e-Learning
KEYWORDS
Educational modernization, Connectivism, Continuous Innovation, Blended-teaching
