The Role Of Cultural And Institutional Contexts In Blended Learning: A Study Of Shanxi Province

Abstract

Blended learning, which integrates traditional face-to-face instruction with online learning components, has gained prominence in higher education globally. However, the effectiveness of blended learning can vary significantly based on cultural and institutional contexts. This study examines the role of these contexts in shaping the adoption and impact of blended learning in higher education institutions in Shanxi Province, China. Through a mixed-methods approach, involving surveys and interviews with students and educators, this research explores the challenges, opportunities, and stakeholder perceptions related to blended learning in this region. The findings highlight the critical influence of cultural norms, technological infrastructure, and institutional support on the success of blended learning initiatives.