Author(s)

Xiaohong Zhang ¹

Affiliation(s)

¹ Xi'an Innovation College of Yan'an University, Xi'an, Shaanxi, China

Corresponding Author

Xiaohong Zhang

ABSTRACT

The blended learning that students need is not merely a simple mix of technologies, but rather the creation of a truly highly engaging, personalized learning experience. The implementation of blended learning emphasizes a student-centered approach, focusing on knowledge construction, supporting interpersonal interaction, requiring teachers to provide external resources, and offering technical and human support; social interaction among learners supports self-directed learning in online learning environments; it is an open, blended form of learning. Therefore, this paper re-examines the characteristics, attributes, and essence of blended learning from the dual perspectives of embodied cognition theory and technological environments. It discusses the embodied, contextual, generative, and dynamic characteristics of blended learning under the framework of embodied cognition theory, and reflects on phenomena such as the technological infiltration of learning environments and the emotional deficit in online learning under the "dual-teacher classroom" model. Based on these dual perspectives, this paper explores the essence of blended learning and provides appropriate learning design ideas for teachers implementing blended learning.

KEYWORDS

Blended Learning; Embodiedness; Contextuality; Generativeness; Human-Computer Collaboration

CITE THIS PAPER

Xiaohong Zhang, Analysis of the Essence of Blended Learning—A Dual Perspective Based on Embodiment Theory and Technological Environment. Transactions on Comparative Education (2025) Vol. 7: 154-159. DOI: http://dx.doi.org/10.23977/trance.2025.070221.

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