Strategies for Conducting Blended Learning in VET: A Comparison of Award-Winning Courses and Daily Courses

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Abstract
Blended learning has emerged as a popular trend in education; however, as students from higher vocational colleges who are often in the lower 50% of national standardized entrance exam achievers, their teachers face unique challenges in implementing blended learning. This study summarized effective blended learning strategies in higher vocational education and training (VET) classrooms by comparing 53 award-winning and 40 daily course videos in China. Firstly, video analysis and Lag sequential analysis were employed to identify effective strategies for implementing blended learning in diverse VET course types. A set of general and specific blended learning strategies was developed to help VET teachers adapt instructional approaches accordingly. Secondly, a questionnaire survey among 215 VET teachers revealed positive perceptions of the strategies in terms of usability, ease of use, perceived behavioral control, and intention to use them. The present research provides valuable guidance for VET teachers to effectively implement blended learning strategies in diverse course types, contributing to the understanding of effective blended learning strategies in VET and addressing the gap in research for this unique teaching stage.
Funding Information
  • Ministry of Education in China Project of Humanities and Social Sciences (24YJC880023, 72404171)
  • National Natural Science Foundation of China (24YJC880023, 72404171)

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