Minh Hien Vo | Vrije Universiteit Brussel (original) (raw)
Papers by Minh Hien Vo
Blended learning implementation has been extensively examined in literature. Most research questi... more Blended learning implementation has been extensively examined in literature. Most research questions center around how blended learning results in greater learning achievement, which HAS been measured from a student’s perspective. Whilst being recognized as existing in varied models, how blended learning design may be different in hard and soft disciplines is scarcely researched. In addition, the nature of the blends between face-to-face instructions and online learning is not adequately taken into account when discussing blended learning designs. The present study investigated the instructors’ perceptions regarding the importance of different components that make up of the blended learning from a multidisciplinary perspective. We also examined if the instructors who implemented different levels blended learning differed in their perceptions. Data (n=28) were collected by means of semi-structured interviews accompanied with a questionnaire, which asked for the instructors’ rating of...
Australian Journal of Adult Learning, 2019
Identifying and fulfilling adult learners' needs is critical to instructional designs aimed a... more Identifying and fulfilling adult learners' needs is critical to instructional designs aimed at enhancing their achievement and self-empowerment. In reviewing different theories and perspectives on adult learning and online and blended learning (OBL), it is noteworthy that there is not a comprehensive framework to guide the design of OBL environments that meet adult learners' needs, and that are underpinned by adult learning theories, online knowledge construction, motivational theories, and technological acceptance models. In this respect, the theory of existence, relatedness, and growth (ERG) (Alderfer, 1972) is applicable to interpret different types of needs to sustain learning motivation. Employing the ERG theory as the overarching framework, the purpose of this paper is to capture adult learners' needs from both positivist and subjectivist perspectives. In other words, the identified needs are to help adult learners optimally perform the learning activities designed...
International Journal of Research in Education and Science
Together with the rapid growth of blended courses implemented in higher education, instructors an... more Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives...
Journal of Computers in Education
Studies in Educational Evaluation, 2017
International Journal of Research in Education and Science
Together with the rapid growth of blended courses implemented in higher education, instructors an... more Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives...
Blended learning implementation has been extensively examined in the literature. Most research qu... more Blended learning implementation has been extensively examined in the literature. Most research questions center around how blended learning results in greater learning achievement, which HAS been measured from a student’s perspective. Whilst being recognized as existing in varied models, how blended learning design may be different in hard and soft disciplines is scarcely researched. In addition, the nature of the blends between face-to-face instructions and online learning is not adequately taken into account when discussing blended learning designs. The present study investigated the instructors’ perceptions regarding the importance of different components that make up of the blended learning from a multidisciplinary perspective. We also examined if the instructors who implemented different levels blended learning differed in their perceptions. Data (n=28) were collected by means of semi-structured interviews accompanied by a questionnaire, which asked for the instructors’ rating of each blended learning component. The results showed no significant differences in the rating of the importance of different blended learning components in hard and soft-disciplined instructors. However, two components, namely collaborative facilitation, and general communication received the significantly higher rating as blended learning was implemented more intensively. Thus, implications for pedagogical practices and research were discussed.
Keywords: blended learning, disciplines, higher education, student learning
Blended learning implementation has been extensively examined in literature. Most research questi... more Blended learning implementation has been extensively examined in literature. Most research questions center around how blended learning results in greater learning achievement, which HAS been measured from a student’s perspective. Whilst being recognized as existing in varied models, how blended learning design may be different in hard and soft disciplines is scarcely researched. In addition, the nature of the blends between face-to-face instructions and online learning is not adequately taken into account when discussing blended learning designs. The present study investigated the instructors’ perceptions regarding the importance of different components that make up of the blended learning from a multidisciplinary perspective. We also examined if the instructors who implemented different levels blended learning differed in their perceptions. Data (n=28) were collected by means of semi-structured interviews accompanied with a questionnaire, which asked for the instructors’ rating of...
Australian Journal of Adult Learning, 2019
Identifying and fulfilling adult learners' needs is critical to instructional designs aimed a... more Identifying and fulfilling adult learners' needs is critical to instructional designs aimed at enhancing their achievement and self-empowerment. In reviewing different theories and perspectives on adult learning and online and blended learning (OBL), it is noteworthy that there is not a comprehensive framework to guide the design of OBL environments that meet adult learners' needs, and that are underpinned by adult learning theories, online knowledge construction, motivational theories, and technological acceptance models. In this respect, the theory of existence, relatedness, and growth (ERG) (Alderfer, 1972) is applicable to interpret different types of needs to sustain learning motivation. Employing the ERG theory as the overarching framework, the purpose of this paper is to capture adult learners' needs from both positivist and subjectivist perspectives. In other words, the identified needs are to help adult learners optimally perform the learning activities designed...
International Journal of Research in Education and Science
Together with the rapid growth of blended courses implemented in higher education, instructors an... more Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives...
Journal of Computers in Education
Studies in Educational Evaluation, 2017
International Journal of Research in Education and Science
Together with the rapid growth of blended courses implemented in higher education, instructors an... more Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives...
Blended learning implementation has been extensively examined in the literature. Most research qu... more Blended learning implementation has been extensively examined in the literature. Most research questions center around how blended learning results in greater learning achievement, which HAS been measured from a student’s perspective. Whilst being recognized as existing in varied models, how blended learning design may be different in hard and soft disciplines is scarcely researched. In addition, the nature of the blends between face-to-face instructions and online learning is not adequately taken into account when discussing blended learning designs. The present study investigated the instructors’ perceptions regarding the importance of different components that make up of the blended learning from a multidisciplinary perspective. We also examined if the instructors who implemented different levels blended learning differed in their perceptions. Data (n=28) were collected by means of semi-structured interviews accompanied by a questionnaire, which asked for the instructors’ rating of each blended learning component. The results showed no significant differences in the rating of the importance of different blended learning components in hard and soft-disciplined instructors. However, two components, namely collaborative facilitation, and general communication received the significantly higher rating as blended learning was implemented more intensively. Thus, implications for pedagogical practices and research were discussed.
Keywords: blended learning, disciplines, higher education, student learning