Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teaching in the blended mode led the teacher to reconceive students as co-facilitators and teachers and students as co-designers of the curriculum. → Qi 2022
Evidence¶
Qi 2022¶
Qi, G. Y., & Wang, Y. (2022). Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom. The JALT CALL Journal, 18(1). https://doi.org/10.29140/jaltcall.v18n1.569
q2 · i? · qualitative · r3
Written Reflection data from one teacher at semester's end. The article gives two classroom instances of co-facilitation: students voluntarily typing missing words on the Whiteboard, and a student typing the teacher's speech in Chat when online students could not hear her.
"Before this semester, I had always regarded myself as a learning facilitator for students' learning. However, teaching in this blended mode made me realise that students could be co-facilitators"
Discussion¶
Related Claims¶
- Challenges of blended delivery catalyse opportunities for teacher agency growth — related
- E-teachers reported shifting from lecture-based, teacher-as-source teaching toward a facilitator role in the online classroom — related
- One adult educator's first-person reflection reports that facilitated class discussions left her feeling empowered as an individual contributor — related
- Teachers perceive their role shifting from knowledge transmitters to facilitators, co-investigators, and ethical supervisors of AI use — related
- Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
blended-teaching-shifts-identity-to-co-facilitator |
title |
Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students |
description |
Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — qi-2022 |
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