With regard to the implementation of Blended Learning (BL) in higher education, not much is known about the institution-wide participation status by the teacher, and ways to quantitatively assess such participation. This research first developed a framework for quantitatively assessing teachers' online participation in BL, and then evaluated it with data produced by 7272 teachers in 15,128 BL courses in six universities across China. This evaluation adopted a mixed methods design to investigate the intensity, regularity and interactivity of these teachers' online participation in BL. Three key findings emerged: 1) the framework effectively assessed the degrees and features of teachers' online participation in BL implementation, 2) these results advanced our understanding of BL adoption stages, and 3) the proposed framework proved to be technically adequate in assessing teachers' online participation in BL at an institutional level. Using this framework, institutions could gain a fuller picture of their BL implementation so as to refine their strategies and advance their BL agenda.

关于高等教育中混合学习（BL）的实施，关于教师在整个机构范围内的参与状况以及定量评估此类参与的方式知之甚少。这项研究首先建立了一个量化评估教师在线参与BL的框架，然后使用全国六所大学15128项BL课程中的7272名教师生成的数据对其进行了评估。这项评估采用了混合方法设计，以调查这些教师在线参与BL的强度，规律性和互动性。得出了三个主要发现：1）该框架有效地评估了教师在线参与BL实施的程度和特征； 2）这些结果使我们对BL采纳阶段有了更深入的了解，（3）所提出的框架在技术上被证明足以在机构级别评估教师在线参与BL的程度。使用此框架，机构可以更全面地了解其BL实施情况，从而完善策略并推进BL议程。