Learning human geography in a blended environment
Insights from a mixed-methods study in China
Dados Bibliográficos
| ID | 19232829 |
|---|---|
| Autores | Zhenjie Yuan (0009-0006-2873-3363), Tianyang Lu (Guangzhou University), Huiyu Xie (0009-0002-4127-4692, Guangzhou University, autor correspondente) |
| Ano | 2026 |
| Páginas | 1-18 |
| Data de publicação | 2026-05-14 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Geography in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2026.2673349 |
| OpenAlex | W7161159131 |
| Idioma | EN |
| Referências citadas | 44 |
Blended learning has reshaped geography education, yet how students experience blended Human Geography courses remains insufficiently understood. This study investigates how teaching resources, teaching methods, and instructional interaction shape students’ course experiences in a blended Human Geography class at a major Chinese university – part of one of the world’s largest geography education systems yet rarely examined in depth. Drawing on structural equation modeling and in-depth interviews, the study finds that instructional interaction is the strongest determinant of course experience, exerting both direct and indirect effects through engagement and perceived learning outcomes. Teaching resources and methods contribute primarily through mediated pathways, indicating that meaningful experiences emerge when online and offline components are coherently integrated. Qualitative findings further reveal that dialogic learning, feedback, and collaborative inquiry help students bridge abstract theory with applied spatial practice. Together, these results demonstrate that blended Human Geography teaching in China operates as a systemic and relational pedagogy. The discussion highlights interaction-centered design as key to transforming geography learning into a process of knowledge co-creation. The study offers a contextually grounded yet globally relevant framework for understanding blended geography education and highlights how interaction-driven design can bridge conceptual knowledge with spatial practice in the digital age
Blended Learning · China · Experiential learning · Higher education · Human geography · Teaching method · Geographic Information Systems Studies · Geography Education and Pedagogy · Spatial Cognition and Navigation
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| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |