Chui / Li / Jia Blended Learning. Innovations for Future Education

19th International Conference on Blended Learning, ICBL 2026, Beijing, China, July 28–31, 2026, Proceedings
Erscheinungsjahr 2026
ISBN: 978-981-9237-61-6
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 528 Seiten

Reihe: Computer Science (R0)

This book constitutes the refereed proceedings of the 19th International Conference on Blended Learning, ICBL 2026, held in Beijing, China, during July 28–31, 2026.

The 36 full papers included in this book were carefully reviewed and selected from 116 submissions. They were organized in topical sections as follows: Keynotes; Collaborative Learning Innovations; Large Language Models in Education; Generative Artificial Intelligence in Education; AI-enhanced Teaching and Learning; Intelligent Educational Frameworks and Environments; Advanced Training and Curriculum Designs.

Zielgruppe

Research

Autoren/Hrsg.

Chui, Kwok Tai

Li, Chen

Jia, Jiyou

Cheung, Simon K. S.

Lee, Fred Wang-Fat

Shang, Junjie

Inhaltsverzeichnis

.- Keynotes
.- University Leadership in AI-Driven Digital Transformation: A European Perspective through the TOP Model.
.- Future-Proofing Education: The AI-Augmented Shift from Instructor to Learning Architect and Coach.
.- Agentic AI Unleashed: Power, Promise, and Ethical Frontiers.
.- GenAI Empowered Interdisciplinary Deep Learning: Theoretical Frameworks and Technical Pathways in Blended Environments.
.- Collaborative Learning Innovations.
.- Designing Multi-Agent Systems for Collaborative Learning from the Perspective of Socially Shared Regulation of Learning.
.- Modeling Interrelations in School-Family-Community Collaborative Education and Their Effects on Students’ Social and Emotional Competence.
.- Understanding How Pre-service Science Teachers Design Inquiry-based Activities in a GenAI Integrated Collaborative Learning Environment: a Network Analytic Approach.
.- Exploring the Teacher-Student-AI Ternary Collaborative Strategy for Promoting Student Artifact Generation.
.- Research on the Representation Methods of Higher-Order Thinking Skills in Collaborative Inquiry-Based Learning: A Systematic Literature Review.    
.- Large Language Models in Education.
.- Leveraging Specialized Language Model to Compose Large Language Model for Domain Adaptation in Solving Multiple-Choice Questions.
.- Exploring Open-source Language Model in Solving Physics Word Problems.
.- An Empirical Study on Student Feedback Sentiment Classification: From Traditional Machine Learning to Large Language Models.
.- Revisiting pedagogical agents in the era of large language models: from social agency to social interdependence.
.- AI Curator: Designing and Evaluating a Phase-Specific LLM-Based Pedagogical Agent for Virtual Inquiry-Based Learning.
.- Generative Artificial Intelligence in Education.
.- Impacts of GenAI-Enhanced Interdisciplinary Project-Based Learning Model on Students’ Higher-Order Thinking Skills.
.- AI-Generated Corrective Feedback and L2 Learners’ Use of Lexical Bundles in Writing.
.- Exploring the blended ecology of parent education: The role of generative AI.
.- Designing a GenAI-Assisted Teacher Training Program for Thinking-Oriented ESL Instruction in Azerbaijan.
.- Evaluating the Reliability and Validity of a GenAI-Supported Assessment of L2 Phrasal Verb Usage by Chinese Vocational High School Learners.
.- Training Needs in GenAI for Teachers of Vocational and Professional Education and Training in Hong Kong
.- Data Generation in Blended Learning: A Review of Recent Developments.
.- AI-enhanced Teaching and Learning.
.- Developing a Predictive Model for At-Risk Students Using College Student Engagement.
.- Exploring Engineering undergraduate’s cognitive presence in AI-Enhanced learning: a TCSA method.
.- A Systematic Review of Threshold Concept Identification in Programming Education: Foundations for MOOC-Based Learning Analytics.
.- A Study on the Faculty Adoption of AI-Powered Tools in Hong Kong.
.- AI in Language Learning: Exploring the Gap Between Students’ Speaking Needs and Their Actual AI Use.
.- Intelligent Educational Frameworks and Environments.
.- ARMS: A Personalised, Augmented Learning Environment for English Presentation Training.
.- DSCAM: A Three-Dimensional Evaluation Framework for Synthetic Corpus Quality in Online Education.
.- Factors Influencing Educational Management Performance Results under the EdPEx Framework.
.- Identifying Multi-Level Interaction Patterns Based on Learner Avatar in the Educational Metaverse.
.- A Systematic Review of Empirical Studies on Applying Embodied Agents in Education.    
.- Advanced Training and Curriculum Designs.
.- Research on the Construction of the DC-OPPP Model for Digital Curriculum Empowered Project-Based Learning among Undergraduates.
.- A Scenario-Based Experimental Design for Cybersecurity Curriculum Implementation.
.- An Experimental Online Study on the Impact of Social Media Comments on the Reflective Thinking of the Safe Behaviour of the Learners.
.- Students’ Haphazard AI Utilization in Education: Evidence from a Network Cybersecurity SOC Simulation.
.- Developing Tutors’ Perceptions of Critical Thinking in Academic Writing Support: A Blended Training Approach.