# Institutional Adoption and Implementation of Blended Learning in the Era of Intelligent Education
## 4 Results and Discussion
### Transformation of Institutional Courses  
#### 4.2.1 Course Transformation  
Since 2015, the university has been trying to develop online courses and implement blended learning. These online courses were mainly released and run on the university's Moodle platform. Starting from the mature implementation stage, a total of 58 high-quality courses were released on national MOOC platforms and open to the whole country for course selection. This section discusses how S university conducted BL based on SPOCs on Moodle and MOOCs on a national platform: iCourse, Zhihuishu, Xuetang, Xueyin, etc. (see Tables 2 and 3). As is indicated in Tables 2 and 3, the BL courses of S university showed a trend of steady development year by year from 2015 to 2021, with the number of beneficiary students increasing at a great speed and expanding to the whole country. During the school closure period as a result of COVID-19 in early 2020, S university converted all of its existing courses to BL courses, combining online learning and webinars. As is suggested in Table 2, in the year 2020, 511 courses were conducted on Moodle in the form of SPOC; meanwhile, 32 courses were run on national MOOC platforms. In fact, it was the mature teaching reform mode of the institute that enabled its teaching emergency response ability to withstand the test of the epidemic. In responding to the COVID-19 crisis, the instructors who had been reluctant to join the reform had their courses transformed into BL courses. Accordingly, a total of 543 courses carried out BL in 2020, and 458 courses (84.35%) maintained the trend in 2021. Moreover, the number of courses converted from SPOC to MOOC increased from 32 in 2020 to 59 in 2021 (an increase of nearly two times), with a total of 446,837 students enrolled in the courses nationwide (see Table 3). Thus far, S university's BL reform has influenced online and blended teaching within the whole country on a larger scale. Within the 7 years, many of the BL courses were developed gradually and have been improved in quantity and quality in the process of application. Most BL courses enjoy an annual update rate of more than 10%, gradually being transformed from traditional courses to BL courses. Figure 2 presents the iteration of the teaching videos and BL activities of the top 10 active courses: (1) Parasitology, (2) Health Assessment, (3) Pharmaceutical Regulation, (4) Medical Cytobiology, (5) Internet + College English, (6) Meridians & Pointology, (7) Massage Mechanolatry, (8) Introduction to Socialist Theory with Chinese Characteristics, (9) Acupuncture and Moxibustion, and (10) Traditional Chinese Medicine (Note: S university is a medical university.). Figure 2 depicts the development of the most active courses in S university, revealing how the courses experienced a process of accumulation from a new-built course with very few videos and BL activities to mature BL courses. According to a recent survey within the whole university, this trend applied to other BL courses in S university as well. This result endorses [PERSON] et al. 's recommendation that institutions are supposed to develop an adequate infrastructure and support to facilitate the transformation of face-to-face courses to BL experiences [PERSON] et al. (2020). \begin{table}
\begin{tabular}{l l l l l l l l} \hline
**LMS** & **2015** & **2016** & **2017** & **2018** & **2019** & **2020** & **2021** \\ \hline Moodle & 31 & 19 & 72 & 39 & 41 & 511 & 400 \\ iCourse & 0 & 0 & 0 & 0 & 5 & 8 & 19 \\ Zhihuishu & 0 & 0 & 0 & 1 & 12 & 15 & 22 \\ Xuetang & 0 & 0 & 0 & 1 & 3 & 6 & 9 \\ Xueyin & 0 & 0 & 0 & 1 & 1 & 3 & 8 \\ Total & 31 & 19 & 72 & 42 & 62 & 543 & 458 \\ \hline \end{tabular}
\end{table} 
Table 2: Number of S university’s BL courses based on SPOC/MOOC.