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d the communication between teachers and students is often neglected. However, if schools can make good use of mobile technology, they can turn passive into active, greatly expand the teaching space and carry out learning across time and space; Effectively open up the classroom and extracurricular, enhance the interaction in teaching.

Chapter Two Literature Review

2.1 Research on Blended Learning

The concept of blended learning was developed in the 1960s, but the term was formally proposed in the renamed draft of an educational interactive learning center in Atlanta in 1999. The draft mentioned that “the company currently operates 220 online courses, which used blended learning methods to provide online courses.'

In the following decades, scholars on the concept of blended learning and model design have their own opinions. For example, Driscoll (2002) believed that blended learning has four different concepts: The first is that the blended learning process can be a Web-based technology. To achieve the mixing of teaching goals; the second is the mixing of teaching technology and teaching methods; the third is the mixing of all forms of teaching technology (such as video, film) and classroom teaching; the fourth is technology and a specific learning task to achieve a specific learning effect. His four concepts are all based on a mixture of technologies to complete a learning task or improve learning effects. In 2006, Bonk and Graham defined blended learning as a learning system that combines face-to-face teaching and computer-assisted teaching in Handbook of Blended Learning: Global Perspectives, Local Designs. 

2.2 Applied Practical Research on Blended Learning

In terms of applied practical research, blended learning has been applied to multiple disciplines at multiple levels across the globe, and some results have been achieved. Information technology brings not only changes in teaching environment, but also changes in teaching thinking, teaching methods and teaching modes. Blended learning is a new teaching concept that optimizes the integration of e-learning and traditional teaching

2.2.1 Applied Practical Research on Blended Learning Abroad

Applied practical research on blended learning abroad is relatively earlier than it at home. For example, in the field of higher education, Spain's Lopez-Perez and others investigated the mixed teaching examples of the University of Granada in public universities. The study found that after the mixed teaching class was implemented, students’ learning motivation was improved. Effectively stimulated, the dropout rate has been reduced. Both academic performance and academic satisfaction have improved. Garrison (2013) and others conducted a survey of six universities in Florida that implemented blended learning and found that compared with pure face-to-face classrooms or pure online classrooms, students under the blended learning model have higher academic performance. Baelo (2010) combined classroom teaching tasks and inquiry-based learning to explore students' learning effects and ability changes in a blended learning experiment. The results prove that this blending can effectively cultivate students' higher-order thinking and interpersonal skills. Lalima (2017) and others have shown through research that the successful implementation of blended learning requires p本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。