The development of a blended learning model using the production-oriented approach to improve the self-directed learning ability of faculty of chinese language and literature undergraduate students in china

Abstract

Self-Directed Learning Ability is essential to enhance sustainable lifelong learning. This aims of this study are as follows: (1) to study the conditions and requirements of a blended learning model; (2) to develop a blended learning model using a production-oriented approach to improve self-directed learning ability; and (3) to study the effectiveness of a blended learning model developed using a production-oriented approach to improve self-directed learning ability. There were three phases in this methodology; in Phase I, the population was 96 second-year of Chinese Language and undergraduate literature students; in Phase II, the sample was five model experts; and in Phase III, the sample was 48 second-year of Chinese Language and undergraduate literature students were selected by using cluster random sampling. The research instruments included a needs questionnaire about the learning status of college students, an interview form for content experts, a blended learning model, lesson plans, an archived test, the Xue Xi Tong learning platform, and a "self-directed learning ability" questionnaire form. The data were analyzed by using PNI, mean, SD and dependent t-tests. The result of each phase found the following: (1) the conditions and requirements of a blended learning model to improve self-directed learning. The first ranked PNI was self-management ability, the second was self-adjustment ability and the third was self-control ability; (2) the instructional learning model named D-FEELLT had three processes: D: drive, F: facilitate, and E: evaluate, and had four components: evaluation and feedback, learning platform, learning environment and resources, and teacher and students; (3) for self-directed learning, the results showed that after learning with the POA and blended learning models. The students had a higher level of self-directed learning ability and achieved learning goals better than before learning, with the following statistical significance (p

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