EFL teachers' perceptions and experiences of blended learning in a Vietnamese university
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Ngoc Tue Hoang Thesis (PDF 2MB) |
Description
This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed that teachers have limited understandings and use of blended learning due to three primary influential factors: (i) the traditional teacher-centred pedagogy, (ii) institutional management and leadership styles, and (iii) fragmented knowledge of technological, pedagogical, and content knowledge (TPACK) for blended learning. To improve the take up and potential benefits of blended learning in EFL education in Vietnamese universities, this study proposes (i) a systematic understanding of blended learning concepts, (ii) a localised TPACK framework, and (iii) a model of teacher professional development program.
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ID Code: | 83945 |
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Item Type: | QUT Thesis (Professional Doctorate) |
Supervisor: | Dreamson, Neal & Iyer, Radha |
Additional Information: | An embargo has been granted by the faculty until 27 Apr 2017. |
Keywords: | blended learning, EFL teachers' perceptions, Vietnam, TPACK, sociocultural constructivism |
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Research Centres > Office of Education Research |
Institution: | Queensland University of Technology |
Deposited On: | 25 May 2015 05:48 |
Last Modified: | 27 Apr 2017 14:00 |
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