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Spanjers, I. A. E., Konings, K. D., Leppink, J., Verstegen, D. M. L., Jong, N., Czabanowska, K., & Merrienboer, J. J. G. (2015). The Promised Land of Blended Learning: Quizzes as a Moderator. Educational Research Review, 15, 59-74.
https://doi.org/10.1016/j.edurev.2015.05.001

has been cited by the following article:

• TITLE: The Application of a Mixed Teaching Model to the Academic English Teaching for Graduate Students at Inner Mongolia University

  AUTHORS: Zhiling Wu, Yongqing Guo, Li Wei

  KEYWORDS: Mixed Teaching Model, Graduate Students, Academic English, Reading and Writing

  JOURNAL NAME: Creative Education, Vol.11 No.2, February 17, 2020

  ABSTRACT: This paper explores the application of a mixed teaching model of Task-Based Learning (TBL), Collaborative-Inquiry Model (CIM) and MOOCs to the academic English teaching for graduate studentsatInner Mongolia University,China. Teaching tasks of eight units are assigned for students to learn through the online course on MOOC in advance. Graduate students are grouped to work and cooperate with one another to complete the presentationsof their learning results. Afive-year teaching practice indicates that 1) graduate students appear more active in class than students taught in traditional class; 2) the writing quality of abstractsis greatly improved through the cooperative learning pattern; 3) students show more satisfaction for the course than ever before regarding the teacher’s help for their academic activities. The application of the new teaching model has not only benefited the Inner Mongolia University (IMU) students, but also set up a pioneering example in teaching reform for graduate students and provided valuable experiences for other universities in ethnic areas.