MỨC ĐỘ SẴN SÀNG CHO VIỆC HỌC TRỰC TUYẾN CỦA SINH VIÊN NĂM THỨ NHẤT VÀ NĂM THỨ HAI, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐHQGHN
Nội dung chính của bài viết
Tóm tắt
Những tiến bộ gần đây trong Công nghệ thông tin (CNTT) đã thúc đẩy những thay đổi đáng kể trong lĩnh vực giáo dục, đặc biệt là sự phát triển của việc học trực tuyến. Đầu năm 2018, Trường Đại học Ngoại ngữ (ĐHNN) đã bắt đầu triển khai việc xây dựng website môn học (Language Management System – LMS) nhằm mục đích khuyến khích phát triển việc học trực tuyến tại trường đại học. Nghiên cứu này tập trung xác định mức độ sẵn sàng cho việc học trực tuyến của những người học tiềm năng của hệ thống website môn học để những người hướng dẫn khóa học cùng với những người tham gia khóa học có thể xác định những khó khăn mà họ có thể gặp phải trong môi trường dạy và học trực tuyến. Quá trình thu thập dữ liệu được chia thành 2 giai đoạn: phiếu khảo sát và phỏng vấn trực tiếp. Kết quả cuối cùng chỉ ra rằng sinh viên ĐHNN ở cả hai năm học đều có mức độ sẵn sàng cho việc học trực tuyến tương đối cao; tuy nhiên, sinh viên năm thứ hai có mức độ sẵn sàng cao hơn so với sinh viên năm thứ nhất. Do đó, việc áp dụng hệ thống website môn học sẽ phù hợp với sinh viên năm thứ hai hơn.
Chi tiết bài viết
Từ khóa
giáo dục từ xa, khóa học trực tuyến, mức độ sẵn sàng cho việc học trực tuyến
Tài liệu tham khảo
Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
Bernard, R. M., Brauer, A., Abrami, P. C., & Surkes, M. (2004). The development of a questionnaire for predicting online learning achievement. Distance Education, 25(1), 31-47.
Bowles, M. (2004). Relearning to E-learn: Strategies for electronic learning and knowledge. Melbourne University Press.
Chambliss, D. F., & Schutt, R. K. (2015). Making sense of the social world: Methods of investigation. SAGE Publications.
Chizmar, J. F., & Walbert, M. S. (1999). Web-based environments guided by principles of good teaching practice. Journal of Economic Education, 30(3), 248-264.
Cho, M. H., Shen, D., & Laffey, J. (2010). Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21, 297-316.
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Dada, D. (2006). E-Readiness for developing countries: Moving the focus from the environment development and student perceptions. Computers & Education, 55, 1080-1090.
Doe, R., Castillo, M. S., & Musyoka, M. M. (2017). Assessing online readiness of students. Online Journal of Distance Learning Administration, 20(1), Article 1.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Eastin, M. A., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6(1), Article 1. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
Elvers, G. C., Polzella, D. J., & Graetz, K. (2003). Procrastination in online courses: Performance and attitudinal differences. Teaching of Psychology, 30(2), 159-162.
Federico, P. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16(4), 359-379.
Fyans, L. J., Jr., & Maehr, M. L. (1987). Sources of student achievement: Student motivation, school context and family background (ED290997). ERIC. https://files.eric.ed.gov/fulltext/ED290997.pdf
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Garson, G. D. (2012). Testing statistical assumptions. Statistical Associates Publishing.
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6-10.
Hara, N., & Kling, R. (2001). Student distress in web-based distance education. EDUCAUSE Quarterly, 24(3), 68-69.
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussion: A case study of peer facilitation. Computers & Education, 51(3), 1112-1124.
Holomberg, B. (1986). Growth and structure of distance education. Croom Helm.
Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090.
Jonassen, D. H. (1986). Hypertext principles for text and courseware design. Educational Psychologist, 21(4), 269-292.
Keegan, D. (1988). On defining distance education. In D. Sewart, D. Keegan & B. Holmberg (Eds.), Distance education: International perspectives (pp. 6-33). Routledge.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593-618
Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers & Education, 37(4), 377-386.
Ma, W., & Yuen, A. (2010). Understanding online knowledge sharing: An exploratory theoretical framework. In P. Tsang, S. K. S. Cheung, V. S. K. Lee & R. Huang (Eds.), Proceedings of Third International Conference of Hybrid Learning (pp. 239-248). Springer.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates.
Mattice, N. J., & Dixon, P. S. (1999). Student preparedness for distance education. College of the Canyons.
McLellan, H. (1999). Online education as interactive experience: Some guiding models. Educational Technology, 39(5), 36-42.
McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program [Unpublished practicum report presented to the Ed. D. Program]. Nova Southeastern University.
McVay, M. (2001). How to be a successful distance education student: Learning on the Internet. Prentice Hall.
Merrill, M. (1983). Component display theory. In C. Reigeluth (Ed.), Instructional-design theories and models: An overview of their status (pp. 279-334). Lawrence Erlbaum Associates.
Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence: An International Journal of Adult Education, 5(2), 76-87.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
Moore, M. (1994). Autonomy and interdependence. The American Journal of Distance Education, 8(2), 1-5.
Murphy, K. L., & Collins, M. P. (1997). Communication conventions in instructional electronic chats. First Monday, 2(11).
Paulsen, M. F. (2002). Online education systems: Discussion and definition of terms. NKI distance education. https://porto.ucp.pt/open/curso/modulos/doc/Definition%20of%20Terms.pdf
Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the Internet: The role of students’ perceptions of the Internet. Educational Studies, 32(1), 73-86.
Perraton, H. (1988). A theory for distance education. Routledge.
Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.
Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-177.
Reeves, T. C. (1993). Pseudoscience in computer-based instruction: The case of lecturer control research. Journal of Computer-Based Instruction, 20(2), 39-46.
Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62-64.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of distance education, 14(2), 50-71.
Ryan, R., & Deci, E. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Saadé, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739.
Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. Modern Language Journal, 84(1), 28-37.
Schachar, M., & Neumann, Y (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distance Learning, 4(2).
Shapley, P. (2000). On-line education to develop complex reasoning skills in organic chemistry. Journal of Asynchronous Learning Networks, 4(2).
Shyu, H. Y., & Brown, S. W. (1992). Learner control versus program control in interactive videodisc instruction: What are the effects in procedural learning? International Journal of Instructional Media, 19(2), 85-95
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67.
Stansfield, M., McLellan, E., & Connolly, T. M. (2004). Enhancing student performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 173-188.
Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49.
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Online Learning, 9(3), 115-136.
Taylor, J. C. (2001). Fifth generation distance education. Instructional Science and Technology, 4(1), 1-14.
Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177.
Tsai, C., & Lin, C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: Exploring gender differences. Adolescence, (39), 725-734.
Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43-50.
Tu, C. H. (2002). The measurement of social presence in an online learning environment. International Journal of E-learning, 1(2), 34-45.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, 77-90.
Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students’ performance in a web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
Warner, D., Christie, G., & Choy, S. (Eds.). (1998). The readiness of VET clients for flexible delivery including on-line learning. Australian National Training Authority.
Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. Research in Learning Technology, 18(1), 71-83.
White, C. (2000). Learn online: Students and faculty respond to online distance courses at Grant MacEwan Community College. T.H.E Journal, 27(9), 66-70.
Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2).
Woods, R. H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners’ perceptions of and participation in online learning. International Journal of Instructional Media, 29(4), 377-394.
Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument. Journal of Asynchronous Learning Network, 19(5), 120-141.
Zawacki-Richter, O. (2004). The growing importance of support for learners and faculty in online distance education. In J. E. Brindley, C. Walti & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environment (pp. 51-62). Bibliotheks- und Informationssystem der Universität Oldenburg.
Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.
Bernard, R. M., Brauer, A., Abrami, P. C., & Surkes, M. (2004). The development of a questionnaire for predicting online learning achievement. Distance Education, 25(1), 31-47.
Bowles, M. (2004). Relearning to E-learn: Strategies for electronic learning and knowledge. Melbourne University Press.
Chambliss, D. F., & Schutt, R. K. (2015). Making sense of the social world: Methods of investigation. SAGE Publications.
Chizmar, J. F., & Walbert, M. S. (1999). Web-based environments guided by principles of good teaching practice. Journal of Economic Education, 30(3), 248-264.
Cho, M. H., Shen, D., & Laffey, J. (2010). Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21, 297-316.
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Dada, D. (2006). E-Readiness for developing countries: Moving the focus from the environment development and student perceptions. Computers & Education, 55, 1080-1090.
Doe, R., Castillo, M. S., & Musyoka, M. M. (2017). Assessing online readiness of students. Online Journal of Distance Learning Administration, 20(1), Article 1.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Eastin, M. A., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6(1), Article 1. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
Elvers, G. C., Polzella, D. J., & Graetz, K. (2003). Procrastination in online courses: Performance and attitudinal differences. Teaching of Psychology, 30(2), 159-162.
Federico, P. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16(4), 359-379.
Fyans, L. J., Jr., & Maehr, M. L. (1987). Sources of student achievement: Student motivation, school context and family background (ED290997). ERIC. https://files.eric.ed.gov/fulltext/ED290997.pdf
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Garson, G. D. (2012). Testing statistical assumptions. Statistical Associates Publishing.
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6-10.
Hara, N., & Kling, R. (2001). Student distress in web-based distance education. EDUCAUSE Quarterly, 24(3), 68-69.
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussion: A case study of peer facilitation. Computers & Education, 51(3), 1112-1124.
Holomberg, B. (1986). Growth and structure of distance education. Croom Helm.
Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090.
Jonassen, D. H. (1986). Hypertext principles for text and courseware design. Educational Psychologist, 21(4), 269-292.
Keegan, D. (1988). On defining distance education. In D. Sewart, D. Keegan & B. Holmberg (Eds.), Distance education: International perspectives (pp. 6-33). Routledge.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593-618
Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers & Education, 37(4), 377-386.
Ma, W., & Yuen, A. (2010). Understanding online knowledge sharing: An exploratory theoretical framework. In P. Tsang, S. K. S. Cheung, V. S. K. Lee & R. Huang (Eds.), Proceedings of Third International Conference of Hybrid Learning (pp. 239-248). Springer.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates.
Mattice, N. J., & Dixon, P. S. (1999). Student preparedness for distance education. College of the Canyons.
McLellan, H. (1999). Online education as interactive experience: Some guiding models. Educational Technology, 39(5), 36-42.
McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program [Unpublished practicum report presented to the Ed. D. Program]. Nova Southeastern University.
McVay, M. (2001). How to be a successful distance education student: Learning on the Internet. Prentice Hall.
Merrill, M. (1983). Component display theory. In C. Reigeluth (Ed.), Instructional-design theories and models: An overview of their status (pp. 279-334). Lawrence Erlbaum Associates.
Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence: An International Journal of Adult Education, 5(2), 76-87.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
Moore, M. (1994). Autonomy and interdependence. The American Journal of Distance Education, 8(2), 1-5.
Murphy, K. L., & Collins, M. P. (1997). Communication conventions in instructional electronic chats. First Monday, 2(11).
Paulsen, M. F. (2002). Online education systems: Discussion and definition of terms. NKI distance education. https://porto.ucp.pt/open/curso/modulos/doc/Definition%20of%20Terms.pdf
Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the Internet: The role of students’ perceptions of the Internet. Educational Studies, 32(1), 73-86.
Perraton, H. (1988). A theory for distance education. Routledge.
Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.
Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-177.
Reeves, T. C. (1993). Pseudoscience in computer-based instruction: The case of lecturer control research. Journal of Computer-Based Instruction, 20(2), 39-46.
Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62-64.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of distance education, 14(2), 50-71.
Ryan, R., & Deci, E. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Saadé, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739.
Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. Modern Language Journal, 84(1), 28-37.
Schachar, M., & Neumann, Y (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distance Learning, 4(2).
Shapley, P. (2000). On-line education to develop complex reasoning skills in organic chemistry. Journal of Asynchronous Learning Networks, 4(2).
Shyu, H. Y., & Brown, S. W. (1992). Learner control versus program control in interactive videodisc instruction: What are the effects in procedural learning? International Journal of Instructional Media, 19(2), 85-95
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67.
Stansfield, M., McLellan, E., & Connolly, T. M. (2004). Enhancing student performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 173-188.
Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49.
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Online Learning, 9(3), 115-136.
Taylor, J. C. (2001). Fifth generation distance education. Instructional Science and Technology, 4(1), 1-14.
Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177.
Tsai, C., & Lin, C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: Exploring gender differences. Adolescence, (39), 725-734.
Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43-50.
Tu, C. H. (2002). The measurement of social presence in an online learning environment. International Journal of E-learning, 1(2), 34-45.
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, 77-90.
Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students’ performance in a web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
Warner, D., Christie, G., & Choy, S. (Eds.). (1998). The readiness of VET clients for flexible delivery including on-line learning. Australian National Training Authority.
Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. Research in Learning Technology, 18(1), 71-83.
White, C. (2000). Learn online: Students and faculty respond to online distance courses at Grant MacEwan Community College. T.H.E Journal, 27(9), 66-70.
Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2).
Woods, R. H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners’ perceptions of and participation in online learning. International Journal of Instructional Media, 29(4), 377-394.
Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument. Journal of Asynchronous Learning Network, 19(5), 120-141.
Zawacki-Richter, O. (2004). The growing importance of support for learners and faculty in online distance education. In J. E. Brindley, C. Walti & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environment (pp. 51-62). Bibliotheks- und Informationssystem der Universität Oldenburg.