A STUDY ON TEACHER-STUDENT COOPERATION TO IMPROVE STUDENT PARTICIPATION UNDER BLENDED LEARNING: AKING YUNNAN UNIVERSITY AS AN EXAMPLE

Abstract

Chinese higher education has evolved from teacher-centered, rote learning approaches to student-centered blended learning models, driven by global trends and digital technology adoption. A specific problem faced by Yunnan University, which triggered the need for this study, was the observed decline in student participation and engagement in some blended courses. The objectives of this study were: 1) to evaluate the current state of faculty-student collaboration in blended learning environments at Yunnan University, and 2) to develop and test a set of interventions to improve faculty-student collaboration within these blended learning contexts.

The study employed a quantitative methodology, informed by the study's theoretical underpinnings in blended learning and the specific objectives related to faculty-student collaboration and student engagement in blended learning environments. Data was collected using the designed questionnaire, distributed online and in-person to accommodate participants' preferences and increase the response rate. A total of 350 questionnaires were distributed, with 300 returned. Among them, 20 were invalid or incomplete, leaving 280 valid questionnaires for analysis. The response rate for the survey was 85.7%. This study at Yunnan University examined faculty-student collaboration in blended learning to enhance student engagement. It found a need for increased interaction and support. 1). Analysis showed that interaction and faculty support significantly impacted student engagement. 2). Interventions like interactive online platforms and faculty development improved engagement, highlighting the importance of effective collaboration in enhancing blended learning quality.