Abstract

Based on the elaboration of online learning, blended teaching and differences between the flipped classroom teaching and blended teaching, this paper addresses the fundamental principles that should be observed in the design of blended flipped classroom, and constructs a “three-stage asynchronous” teaching mode of online autonomous and collaborative learning before class, offline presentation and performance in class, and online consolidation and improvement after class. On this basis, a mixed research method of qualitative, quantitative and tracking observation to verify the effectiveness of this teaching mode is utilized. Findings showed that it contributes to improving academic performances of learners, developing their autonomy, strengthening their consciousness of collaborative inquiry, initiating their enthusiasm for learning, improving their classroom engagement, disciplining their attendance and enhancing their self-efficacy.