A BLENDED LEARNING MODEL IN HIGHER EDUCATION AND PRACTICAL APPLICATION IN UNIVERSITIES

A BLENDED LEARNING MODEL IN HIGHER EDUCATION AND PRACTICAL APPLICATION IN UNIVERSITIES

Ho Ngoc Khuong khuonghn@hcmute.edu.vn Ho Chi Minh City University of Technology and Education No.01 Vo Van Ngan, Linh Chieu ward, Thu Duc City, Ho Chi Minh City, Vietnam
Summary: 
By combining the advantages of traditional and online teaching models (E-learning), the combined learning model (Blended learning) has many benefits in education. Accordingly, this model is gradually becoming the inevitable trend of the world in education and training. Throughout the model’s approach, the article provides a theoretical basis for blended learning and analyzes its models, thereby showing the benefits of this model when applied to teaching at universities.
Keywords: 
blended learning
higher education
Online learning
Refers: 

[1] Simon, M, (2014), Is Blended Learning the Future of Higher Education? A discussion of MOOCs, Gamers, Connectivists’ and Sceptics, Studies of regional policy, 17(1), p.67-91.

[2] Graham, C. R., Woodfield, W., & Harrison, J. B, (2013), A framework for institutional adoption and implementation of blended learning in higher education, Internet and Higher Education, 18(3), p.4-14, Doi: 10.1016/j.iheduc.2012.09.003.

[3] Garrison, D. R., & Vaughan, N, (2008), Blended learning in higher education, San Francisco, CA: Jossey-Bass.

[4] Kanuka, H., Brooks, C., & Saranchuck, N, (2009), Flexible learning and cost effective mass offerings, Paper presented at the Improving University Teaching (IUT), Vancouver, CA.

[5] Jeffrey, L. M., Kinshuk, Atkins, C., Laurs, A., & Mann, S, (2006), E- Learning profiles: Diversity in learning, Auckland: Massey University.

[6] Hockly, N, (2018), Blended Learning, ELT Journal, 72 (1), p.97-101, Doi:10.1093/elt/ccx058.

[7] Kolb, A. Y., & Kolb, D. A, (2005), Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of management learning & education, 4(2), p.193-212.

[8] Victoria L. Tinio, (2003), ICT in Education, New York

[9] Bonk, C. J., & Graham, C. R. (Eds.), (2006), Handbook of Blended Learning: Global Perspectives, Local Designs, San Francisco, CA: Pfeiffer Publishing.

[10] Thalheimer, W, (2008), Providing learners with feedback, part 1: Research based recommendations for training, education, and e-learning, Accessed 15th Feb 2021, Available at: https://www.worklearning.com/wpcontent/uploads/2017/10/Providing_Learner... Feedback_Part1_May2008.pdf.

[11] Scardamalia, M., & Bereiter, C, (2003), Knowledge building environments: Extending the limits of the possible in education and knowledge work, Encyclopedia of distributed learning, p.269-272.

[12] Arabasz, P. and Baker, M.B, (2003), Evolving Campus Support Models for ELearning Courses, Center of Applied Research Respondent Summary, accessed 8th Feb 2021, Available at: https://www.educause.edu/ir/ library/pdf/EKF/ekf0303.pdf.

[13] Lee, P., W., R and Chang, F.T, (2006), Blended Learning: Experiences of Adult Learners in Hongkong, In Fong, J., and Wang, F., L. (Eds) Blended Learning. Singapore: Pearson Prentice Hall, p.79-87

[14] Narangerel Jachin, Potential Impact of Blended Learning on Teacher Education in Mongolia https:// www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/journal/ paperinformation.aspx?paperid=78078.

[15] Đặng Thái Thịnh - Võ Hà Quang Định, (2018), Mô hình Blended Learning thích hợp như thế nào trong giáo dục đại học khối kinh tế? Một tình huống triển khai tại trường Đại học Kinh tế Thành phố Hồ Chí Minh, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, số 10, tr.90-99.

Articles in Issue