Table of Contents Chapter 1 Introduction 1.0 Introduction 1.1 Background of the Study 1.1.1 Students' Cheating Behavior in Online Education 1.1.2 Wisdom Education 1.2 Problem Statement 1.3 Research Gaps 1.3.1 Practical Gap: The Inadequacy of Personality Education in the Blended Learning Mode 1.3.2 Theoretical Gap: The Neglect of Temperament Theory in Smart Education 1.3.3 Knowledge Gap: The Distance from Smart Education to Wisdom Education 1.4 Research Objectives (ROs) 1.5 Research Questions (RQs) 1.6 Hypotheses 1.7 Operational Definition 1.7.1 The Blended Learning Mode 1.7.2 Temperament 1.7.3 Personality 1.7.4 Wisdom Education 1.8 Scope of the Study 1.9 Significance of the Study 1.10 Chapter Summary Chapter 2 Literature Review 2.0 Introduction 2.1 Theoretical Framework 2.2 Conceptual Framework 2.3 Theoretical Underpinning 2.3.1 Research on Wisdom Education 2.3.2 Research on Temperament Theory 2.3.3 Research on Personality Education 2.3.4 The Research on the Ideology of Traditional Chinese Education 2.3.5 Practice of Chinese Traditional Academy 2.3.6 Research on Blended Teaching & Learning Mode 2.3.7 Smart Education 2.4 Chapter Summary Chapter 3 Research Methodology 3.0 Introduction 3.1 Research Design 3.2 Research Procedures 3.3 Population and Samples 3.3.1 Qualitative Research Samples 3.3.2 Quantitative Research Samples 3.4 Instrument 3.4.1 Phase 1 Documentary Evidence Study 3.4.2 Phase 2 The Descriptive Qualitative Study 3.4.3 Phase 3 The Cross-sectional Survey 3.5 Pilot Study 3.6 Validity and Reliability of the Research 3.6.1 Validity 3.6.2 Reliability
3.7 Rigour of the Study 3.8 Data Analysis 3.8.1 Qualitative Analysis: Thematic Analysis 3.8.2 Quantitative Analysis 3.8.3 Integration of the Mixed Data 3.9 Ethical Considerations 3.10 Chapter Summary Chapter 4 Research Findings 4.0 Introduction 4.1 The Profiles of the Interview and Survey Respondents 4.1.1 Profile of Interview Respondents 4.1.2 Profile of Survey Respondents 4.2 Research Findings for RQ1 4.2.1 The Concept and Role of Personality Education—The Interview Findings 4.2.2 Overarching Themes 4.3 Research Findings for RQ2 from Interview 4.4 Research Findings for RQ3 4.4.1 Findings from Interview 4.4.2 Findings from Questionnaire 4.5 Chapter Summary Chapter 5 Discussion & Recommendation 5.0 Introduction 5.1 Discussion of Research Findings 5.1.1 Discussion 1: RQ1 5.1.2 Discussion 2: RQ2 5.1.3 Discussion 3: RQ3, Hypotheses 5.2 Conclusion 5.3 Implications of the Research 5.3.1 Contextual Implications 5.3.2 Theoretical Implications 5.3.3 Methodological Implications 5.3.4 Practical Implications 5.4 Limitations 5.5 Recommendations for Future Research 5.6 Chapter Summary References Appendices Appendix A Protocol for Questionnaire on the Influence of Individual Temperament and the Blended Learning Mode on Wisdom Education Appendix B Questionnaire on the Influence of Individual Temperament and the Blended Learning Mode on Wisdom Education Appendix C Validity Form of the Interview Questions Appendix C-1 Validity Form of the Interview Questions for Students (Professor A) Appendix C-2 Validity Form of the Interview Questions for Students (Professor B) Appendix C-3 Validity Form of the Interview Questions for Lecturers (Professor A) Appendix C-4 Validity Form of the Interview Questions for Lecturers (Professor B) Appendix D Interview Protocol for Students Appendix E Interview Protocol for Lecturers Appendix F Interview Results of Students Appendix G Interview Results of Lecturers
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