Adopting a Blended Learning Approach for Teaching Chinese Classical Dance


  • Zhao Lina Guangdong University of Petrochemical Technology, Guangdong China
  • Laura Brahmakasikara Assumption University



The main purpose of this study was to determine the effectiveness of the blended Chinese classical dance course in improving the dance performance of dance students at the College of Art and Design at Guangdong University of Petrochemical Technology, China. Opinions of students regarding their learning experiences in the blended learning environment were also obtained through a face-to-face interview. This research utilized a mixed methodology design. The quantitative part was the quasi-experiment to determine if the Chinese classical dance performance of students would improve after using the China Dance Network Application in a blended learning environment. The sample was selected using purposive sampling. The participants selected had not used China Dance Network Application before. There were four freshmen, two sophomores and five juniors who participated in the quasi-experiment. It was conducted for eight weeks to determine the effectiveness of the blended dance course. Before the quasi-experiment, participants took the pre-test and after eight weeks were completed, the participants took the post-test. Pre-test and post-test scores were compared and analyzed using the paired t-test. The qualitative part involved a face-to-face interview with all 11 participants. Results of the paired t-test showed that there were significant differences in the pre-test and post-test scores of the participants in terms of body rhyme, soft opening, dancing posture, rhythm style, and expressive force. Based on the interviews with 11 participants, they admitted that their dance performance had improved, the use of China Dance Network helped them in learning more about Chinese classical dance and they were more motivated in learning dance online and offline anytime. They used the Chinese Dance Network to learn dancing online, broadening their horizons, watching many dance videos, and learning more contents. The interviewees also added that compared with a single traditional classroom teaching, their interest in learning was stimulated.


Ai, M. (2019). Emotional expression in the performance of Chinese classical dance: A case study of Li tang School Classical Dance. [Master thesis, Shandong University, Shandong].

Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge.

Dania, A. et al. (2011). The use of technology in movement and dance education: recent practices and future perspectives. Procedia Social and Behavioral Sciences, 15(2011), 3355-3361.

DeWitt, D., Alias, N., Siraj, S., Yaakub, M. Y., Ayob, J., & Ishak, R. (2013). The potential of Youtube for teaching and learning in the performing arts. Procedia-Social and Behavioral Sciences, 103, 1118-1126.

Dragon, D. A. (2015). Creating cultures of teaching and learning: conveying dance and somatic education pedagogy. Journal of Dance Education, 15(1), 25-32.

Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479-508.

Golshani, F., Vissicaro, P., & Park, Y. (2004). A multimedia information repository for cross cultural dance studies. Multimedia Tools and Applications, 24(2), 89-103.

Gradwohl, A.K. (2018). Perceptions of technology in dance education: The effect of technology on student learning and teaching strategies of the twenty-first century skills in dance education. [Master's Theses, University of Northern Colorado].

Hogg, K (2004). On the new development of educational technology theory from the perspective of blending learning (I). China Audio-visual Education, 5-10.

Huang, J. (2020). Analysis on the advantages and disadvantages of using multimedia courseware in Chinese folk dance classes. Review of Educational Theory, 3(3). https://ojs.bilpublishing/com/index.php/ret.

Huang, Q.(2010. The impact of digital media technology on dance viewed from the internet.

Popular Literature,2-3.

Jiang, D. (2008). Study on the development of Chinese classical dance. A research on the

development of Chinese classical dance. [Doctoral dissertation].

Karkou, V., Bakogianni, S., & Kavakli, E. (2008). Traditional dance, pedagogy and technology: An overview of the WebDANCE project. Research in Dance Education, 9(2), 163-186.

Kew, S. N., Petsangsri, S., Ratanaolarn, T., & Tasir, Z. (2018). Examining the motivation level of students in e-learning in higher education institution in Thailand: A case study. Education and information technologies, 23(6), 2947-2967.

Lan, T. (2014). Determination and zeal in Chinese Classical Dance. Journal of Beijing Dance Academy (01), 84-86.

Lepczyk, B. (2009). Technology facilitates teaching and learning in creative dance. Journal of Physical Education, Recreation & Dance, 80, 4-8.

Li Hongzi (2013). What is Chinese classical dance. Shenyun Performing Arts.

Li, J. (2019). A study on the university dance teaching-learning contents using blended learning. Research of Dance Education, 30(1), 19-38.

Liu, R. (2017). Analysis of the beauty of Chinese classical dance-talking from charm, tranquility, and naturalness. Art Education (1), 122-123.

Munjee, T. (2020, July 15). Dancing away in our own little boxes. Family Focus.


Parrish, M. (2008). Integrating technology into the teaching and learning of dance. Journal of

Dance Education, 1(1), 20-25.

Smith, J. M. (2001). Blended learning: Executive Update Online.

Tian, T. (2015). The form construction of Chinese classical dance in the early period. Journal of Beijing Dance Academy, (1), 60-65.

Ward, G. (2006). Flexible delivery: A report on an evaluation of the use of the virtual learning environment in higher education across Scotland. Springer International Publishing.

Xu, P. (2017). The inheritance and development of Classical dance in Han and Tang Dynasties can be seen from the generation of dynamic and static dance moves and the meanings conveyed. Art and Literature for the Masses, 000(019), 145, 250.

Ying, G. (2020). Research on the teaching practice of Chinese classical dance body rhyme. [Master's thesis, Shenyang Normal University, Shenyang].

Yuan, S. (2019). Analysis of the artistic features and development direction of Chinese classical dance. Northern Music, 39(05), 233-234.

Yu, N. (2005). A preliminary study on the soft opening of Chinese classical dance. Journal of Deyang Education College, 19(3), 39.

Yu, P. (2016). The Chinese classical dance in the perspective of discipline construction. Arts Criticism, 151(06), 10-11.

Xie, L. (2018). The aesthetic significance and thinking analysis of "form, spirit, strength and law" in Chinese classical dance. China National Expo, 155(11), 127-128.

Zhang, L. (2017). Expansion of information technology to dance education. Art Evaluation, 000(04), 58.

Zongnan, G. (2019). Exploration and innovation of the teaching method of Chinese folk dance. Journal of Chinese Education, 19(11), p. 147.

Zhu, M. (2019, December 16). The reinvention of traditional contemporary Chinese classical dance creation (1980-2010). Australia Dance.




How to Cite

Lina, Z. ., & Brahmakasikara, L. (2021). Adopting a Blended Learning Approach for Teaching Chinese Classical Dance . ABAC ODI JOURNAL Vision. Action. Outcome, 9(1), 24-50.