Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

Le, Thi Nguyet; Allen, Bill; Johnson, Nicola F.

doi:10.1177/20427530211048235

Cited by 12 publications

(7 citation statements)

References 33 publications

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“…In addition, integrating LMS in any educational context does not ensure its successful implementation. Accordingly, vetting users’ acceptance of the LMS in a given educational environment is critical for its effective application (Amadin et al, 2018 ; Kumar et al, 2020 ; Le et al, 2021 ; Rahmad et al, 2019 ; Salloum & Shaalan, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Alotumi

2022

Educ Inf Technol

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Blended learning combines face-to-face instruction and online learning experiences. It capitalizes on online learning management systems, one of which is Google Classroom (GC). Nevertheless, empirical investigations have mirrored literature gaps in understanding how the GC platform affects students’ behavioral intention to harness it for web-based learning. Therefore, this case study applied a modified version of the extended unified theory of acceptance and use of technology (UTAUT2) as a theoretical underpinning to examine factors influencing graduate students’ behavioral intention to utilize the GC platform. Employing mixed methods explanatory sequential design, the study first analyzed survey data from 23 EFL graduate students implementing partial least squares structural equation modeling (PLS-SEM). Subsequently, it conducted a qualitative stage carrying out semi-structured interviews for data collection and thematic analysis for its evaluation. The study through PLS-SEM results revealed that the most crucial determinant of students’ behavioral intention toward the GC platform was habit, which hung on facilitating conditions and hedonic motivation. Besides, it evinced facilitating conditions as the most important performing interaction factor in determining graduate students’ behavioral intention. Nonetheless, it indicated that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation had no direct effect on behavioral intention. The follow-up qualitative findings explained that since the students mainly used the GC platform off-campus, the GC App on their smartphones and the interesting content on the GC platform sustained their habitual tendencies toward employing the GC platform. Accordingly, the study explicates implications and recommendations for theory, policy, and practice.

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Section: Introductionmentioning

confidence: 99%

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Alotumi

2022

Educ Inf Technol

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“…Concerning the issues, it is essential to conduct more blended learning studies in the context of lecturers or lecturers-students concurrently. Lecturers' competence, including knowledge and skills in using blended learning, is vital to investigate since they contribute to successful and effective blended learning (Le et a., 2022). Relevant to our case, as previously mentioned, insufficient knowledge and skills of the lecturers in using blended learning make the learning less effective or even discourage them from employing it.…”

Section: Introductionmentioning

confidence: 66%

Blended-Learning Training and Evaluation: A Qualitative Study

Ansari,

Junaidi,

Maulina

et al. 2023

JICC

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This study aims to investigate lecturers' understanding of blended learning and skills in using several platforms for blended learning-based lectures, the effectiveness of the training on blended learning to improve lecturers’ competence, and the impact of the blended-learning lectures on their students’ learning outcomes. A quantitative approach was implemented in this research. The participants involved 30 lecturers and 67 students of Jabal Ghafur University, selected by purposive sampling. Data were collected through tests and questionnaires and analysed descriptively. The results showed an increase in lecturers’ knowledge and skills in applying blended learning-based lectures. The lecturers’ and students’ responses to blended learning are also positive. This research concluded that the blended learning training in improving lecturer competence was considered effective and impacted their students’ learning outcomes. This research is hoped to be a reference and a model for teaching and learning to be adapted by universities for the blended learning model as a current learning method to support the current curriculum.

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“…During blended online activities, EFL students work alone most of the time and if they encounter difficulties or feel frustrated, they must work out the solution themselves. It may be manageable at the beginning of their online learning, but gradually, they feel isolated and lose interest (Le et al, 2022;Stracke et al, 2023). Alternatively, even if there is some feedback about the overall completion state and common problems of all students, individual guidance is impossible.…”

Section: Support and Interactionmentioning

confidence: 99%

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

Cao,

Jeyaraj,

Razali

2024

IJLTER

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Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.

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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

Cited by 12 publications

References 33 publications

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Blended-Learning Training and Evaluation: A Qualitative Study

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

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