NHẬN THỨC CỦA HỌC VIÊN CAO HỌC VỀ HỌC TẬP TRỰC TUYẾN TRONG MỘT CHƯƠNG TRÌNH THẠC SỸ TESOL LIÊN KẾT: MỘT NGHIÊN CỨU ĐIỂN HÌNH
Nội dung chính của bài viết
Tóm tắt
Kể từ sau đại dịch Covid-19, học tập trực tuyến ngày càng trở nên phổ biến, không chỉ với các chương trình học trong nước mà còn cả các chương trình đào tạo xuyên quốc gia. Với phạm vi nghiên cứu là các học viên tham gia một chương trình thạc sĩ TESOL liên kết giữa một trường tại Việt Nam và một trường tại Úc, tác giả tìm hiểu góc nhìn của các học viên, vốn là các giáo viên dạy tiếng Anh, về trải nghiệm học tập trực tuyến trên hệ thống LMS, Zoom và Microsoft Teams với giảng viên của cả hai nước. Nghiên cứu sử dụng phương pháp hỗn hợp, bao gồm bảng câu hỏi và phỏng vấn. Tổng cộng có 18/43 sinh viên của khóa học đã trả lời bảng câu hỏi và 3 người tham gia phỏng vấn. Nghiên cứu cho thấy học viên đánh giá trải nghiệm học tập khá tích cực với hệ thống LMS vì sự hữu dụng và nguồn tài nguyên hữu ích mặc dù vẫn còn một số hạn chế. Mặt khác, về trải nghiệm học tập qua Zoom và Teams, nhiều học viên thừa nhận không thể duy trì sự tập trung và tương tác trong suốt buổi học mặc dù các giảng viên đã sử dụng đa dạng các kỹ thuật giảng dạy.
Chi tiết bài viết
Từ khóa
học trực tuyến, TESOL, Thạc sĩ, xuyên quốc gia
Tài liệu tham khảo
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Almarabeh, T. (2014). Students’ perceptions of e-learning at the University of Jordan. International Journal of Emerging Technologies in Learning (iJET), 9(3), 31. https://doi.org/10.3991/ijet.v9i3.3347
Barnawi, O. Z., & Ahmed, A. (2021). TESOL teacher education in a transnational world. https://doi.org/10.4324/9781003008668
Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., Leitner, P., & Taraghi, B. (2020). COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet, 12(6), 94. https://doi.org/10.3390/fi12060094
Filice, S., & Bardetti, D. (2018). Online TESOL Teacher Education: Outcome of a Pilot Project. Directory of Open Access Journals. https://doi.org/10.20368/1971-8829/1360
Hall, D. R., & Knox, J. S. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63–85. https://doi.org/10.1080/01587910902845964
Jović, M., Stanković, M., & Nešković, E. (2017). Factors affecting students attitudes towards e-learning. Management Journal of Sustainable Business and Management Solutions in Emerging Economies, 22(2), 73. https://doi.org/10.7595/management.fon.2017.0016
Keller, C., & Cernerud, L. (2002). Students’ perceptions of e-learning in university education. Journal of Educational Media, 27(1-2), 55-67. https://doi.org/10.1080/0305498032000045458
Knight, J. & McNamara, J. (2017). Transnational education: A classification framework and data collection guidelines for international programme and provider mobility (IPPM). British Council & German Academic Exchange Service.
Malczewska-Webb, B., Vallero, A., King, C. P., & Hunter, S. (2016). Breaking down the barriers of online teaching: Training TESOL teachers in a virtual environment. In Second language learning and teaching (pp. 237-258). https://doi.org/10.1007/978-3-319-31954-4_16
Miliszewska, I. (2008). Transnational Education Programs: Student reflections on a Fully-Online versus a Hybrid model. In Hybrid Learning and Education. (pp. 79-90). https://doi.org/10.1007/978-3-540-85170-7_7
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nhan, D. (2024, January 16). There are over 400 joint training programs, but no circular on management and training are available. Vietnam’s Education. https://giaoduc.net.vn/hon-400-chuong-trinh-lien-ket-nhung-chua-co-thong-tu-ve-quan-ly-va-dao-tao-post240485.gd
Paechter, M., & Maier, B. (2010a). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Paechter, M., & Maier, B. (2010b). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
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Riaz, N. & Trifiro, F. (2024). The untapped value of transnational education. (n.d.). University World News.
Scally, J., & Jiang, M. (2019). ‘I wish I knew how to socialize with native speakers’: supporting authentic linguistic and cultural experiences for Chinese TESOL students in the UK. Journal of Further and Higher Education, 44(10), 1335–1348. https://doi.org/10.1080/0309877x.2019.1688263
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation Technology Market and Complexity, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Singh, V., & Thurman, A. C. (2019). How many ways can we define online learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). The American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Tan, P. J. B. (2015). English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment. Information Sur Les Sciences Sociales/Social Science Information, 54(2), 211–228. https://doi.org/10.1177/0539018414566670
Tan, F., Nabb, L., Aagard, S., & Kim, K. (2010). International ESL Graduate Student Perceptions of Online learning in the context of second language acquisition and Culturally Responsive Facilitation. Adult Learning, 21(1–2), 9–14. https://doi.org/10.1177/104515951002100102
Tran, T. T. (2014). Internationalization of higher education in Vietnam opportunities and challenges. VNU Journal of Foreign Studies, 30(3), 61-69. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/456
Wahhabi, G. A., & Rajab, B. A. (2022). The impact of online learning on the female MA TESOL students’ academic performance during the covid-19 pandemic. Open Journal of Modern Linguistics/Open Journal of Modern Linguistics, 12(3), 313–335. https://doi.org/10.4236/ojml.2022.123024
Wong, J. (2020). A pandemic in 2020, Zoom and the arrival of the online educator. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.19
Yeo, M., & Newton, J. (2021). Inclusive transnational education partnerships: A case study of a Master of Arts in TESOL program. RELC Journal, 52(2), 287–306.
Almarabeh, T. (2014). Students’ perceptions of e-learning at the University of Jordan. International Journal of Emerging Technologies in Learning (iJET), 9(3), 31. https://doi.org/10.3991/ijet.v9i3.3347
Barnawi, O. Z., & Ahmed, A. (2021). TESOL teacher education in a transnational world. https://doi.org/10.4324/9781003008668
Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., Leitner, P., & Taraghi, B. (2020). COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet, 12(6), 94. https://doi.org/10.3390/fi12060094
Filice, S., & Bardetti, D. (2018). Online TESOL Teacher Education: Outcome of a Pilot Project. Directory of Open Access Journals. https://doi.org/10.20368/1971-8829/1360
Hall, D. R., & Knox, J. S. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63–85. https://doi.org/10.1080/01587910902845964
Jović, M., Stanković, M., & Nešković, E. (2017). Factors affecting students attitudes towards e-learning. Management Journal of Sustainable Business and Management Solutions in Emerging Economies, 22(2), 73. https://doi.org/10.7595/management.fon.2017.0016
Keller, C., & Cernerud, L. (2002). Students’ perceptions of e-learning in university education. Journal of Educational Media, 27(1-2), 55-67. https://doi.org/10.1080/0305498032000045458
Knight, J. & McNamara, J. (2017). Transnational education: A classification framework and data collection guidelines for international programme and provider mobility (IPPM). British Council & German Academic Exchange Service.
Malczewska-Webb, B., Vallero, A., King, C. P., & Hunter, S. (2016). Breaking down the barriers of online teaching: Training TESOL teachers in a virtual environment. In Second language learning and teaching (pp. 237-258). https://doi.org/10.1007/978-3-319-31954-4_16
Miliszewska, I. (2008). Transnational Education Programs: Student reflections on a Fully-Online versus a Hybrid model. In Hybrid Learning and Education. (pp. 79-90). https://doi.org/10.1007/978-3-540-85170-7_7
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nhan, D. (2024, January 16). There are over 400 joint training programs, but no circular on management and training are available. Vietnam’s Education. https://giaoduc.net.vn/hon-400-chuong-trinh-lien-ket-nhung-chua-co-thong-tu-ve-quan-ly-va-dao-tao-post240485.gd
Paechter, M., & Maier, B. (2010a). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Paechter, M., & Maier, B. (2010b). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Ren, X., & Zhou, Y. (2024). Multifaceted challenges and opportunities: Concurrent mixed methods research to investigate Chinese exchange students’ experiences in the U.S. transnational online learning ecology. Online Learning, 28(2), (405-426). https://doi.org/10.24059/olj.v28i2.4090
Riaz, N. & Trifiro, F. (2024). The untapped value of transnational education. (n.d.). University World News.
Scally, J., & Jiang, M. (2019). ‘I wish I knew how to socialize with native speakers’: supporting authentic linguistic and cultural experiences for Chinese TESOL students in the UK. Journal of Further and Higher Education, 44(10), 1335–1348. https://doi.org/10.1080/0309877x.2019.1688263
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation Technology Market and Complexity, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Singh, V., & Thurman, A. C. (2019). How many ways can we define online learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). The American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Tan, P. J. B. (2015). English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment. Information Sur Les Sciences Sociales/Social Science Information, 54(2), 211–228. https://doi.org/10.1177/0539018414566670
Tan, F., Nabb, L., Aagard, S., & Kim, K. (2010). International ESL Graduate Student Perceptions of Online learning in the context of second language acquisition and Culturally Responsive Facilitation. Adult Learning, 21(1–2), 9–14. https://doi.org/10.1177/104515951002100102
Tran, T. T. (2014). Internationalization of higher education in Vietnam opportunities and challenges. VNU Journal of Foreign Studies, 30(3), 61-69. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/456
Wahhabi, G. A., & Rajab, B. A. (2022). The impact of online learning on the female MA TESOL students’ academic performance during the covid-19 pandemic. Open Journal of Modern Linguistics/Open Journal of Modern Linguistics, 12(3), 313–335. https://doi.org/10.4236/ojml.2022.123024
Wong, J. (2020). A pandemic in 2020, Zoom and the arrival of the online educator. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.19
Yeo, M., & Newton, J. (2021). Inclusive transnational education partnerships: A case study of a Master of Arts in TESOL program. RELC Journal, 52(2), 287–306.