Factors influencing the effectiveness of blended learning activities: A case study of Vietnam National University, Hanoi

Nghiem Xuan Huy; Ngo Thi Thanh Huyen; Vu Ngoc Huy; Nguyen Thai Ba; Luu Quoc Dat

doi:10.31893/multiscience.2023044

Keywords:

blended learning

fuzzy AHP

generalized fuzzy numbers

VNU-Hanoi

Abstract

Blended learning (BL) is an increasingly important pedagogical approach that combines traditional classroom instruction with digital resources to enhance student engagement and learning experiences. This study aims to evaluate the factors that influence the effectiveness of teaching activities in a BL model. Four groups of factors with a total of 20 sub-factors are considered, including lecturer-related factor (6 sub-factors), student-related factor (6 sub-factors), organizational factor (4 sub-factors), and technology factor (4 sub-factors). To collect data, this study conducted interviews with experts and managers who have extensive experience in managing training activities at Vietnam National University, Hanoi. The generalized fuzzy analytic hierarchy process (AHP) method is applied to evaluate the effectiveness of BL activities at VNU-Hanoi. The results revealed that lecturer-related factors have the most significant impact on the effectiveness of BL activities at VNU-Hanoi, followed by technology, organizational, and student-related factors. These findings highlight the importance of supporting and preparing lecturers to deliver effective BL experiences.
References
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How to cite

Huy, N. X., Huyen, N. T. T., Huy, V. N., Ba, N. T., & Dat, L. Q. (2023). Factors influencing the effectiveness of blended learning activities: A case study of Vietnam National University, Hanoi. Multidisciplinary Science Journal, 5, 2023044. https://doi.org/10.31893/multiscience.2023044

[1] Abusalim N, Rayyan M, Jarrah M, Sharab M (2020) Institutional adoption of blended learning on a budget. International Journal of Educational Management 34:1203-1220.

[2] Ahmed HM (2010) Hybrid E‐Learning acceptance model: Student perceptions. Decision Sciences Journal of Innovative Education 8:313-46.

[3] Akbarov A, Gönen K, Aydogan H (2018) Students' Attitudes toward Blended Learning in EFL Context. Acta Didactica Napocensia 11:61-68.

[4] Aladwan F, Fakhouri HN, Alawamrah A, Rababah O (2018) Students Attitudes toward Blended Learning among students of the University of Jordan. Modern Applied Science 12:217-227.

[5] Al-Busaidi KA, Al-Shihi H (2011) Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education 24:18-39.

[6] Alebaikan R, Troudi S (2010) Blended learning in Saudi universities: challenges and perspectives. ALT-J Research in Learning Technology 18:49-59.

[7] Alammary A, Sheard J, Carbone A (2014) Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology 30:440-454.

[8] Allen IE, Seaman J (2006) Making the grade: Online education in the United States. Needham, MA: The Sloan Consortium.

[9] Alsadoon E, Alkhawajah A, Suhaim AB (2022) Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon 8:e10249.

[10] Alsalhi NR, Eltahir ME, Al-Qatawneh SS (2019) The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon 5:e02424.

[11] Alshahrani H, Walker D (2017) Validity, reliability, predictors, moderation: The UTAUT model revisited. General Linear Model Journal 43:87-99.

[12] Anthony B, Kamaludin A, Romli A, Raffei AFM, Phon DNAL, Abdullah A, et al (2020) Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning 25:469-497.

[13] Apandi AM, Raman A (2020) Factors affecting successful implementation of blended learning at higher education. International Journal of Instruction, Technology, and Social sciences 1:13-23.

[14] Arora A, Jain J, Gupta S, Sharma A (2020) Identifying sustainability drivers in higher education through fuzzy AHP. Higher education, skills and work-based learning 11:823-36.

[15] Arrosagaray M, González-Peiteado M, Pino-Juste M, Rodríguez-López B (2019) A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education 134:31-40.

[16] Asio JMR, Gadia E, Abarintos E, Paguio D, Balce M (2021) Internet connection and learning device availability of college students: Basis for institutionalizing flexible learning in the new normal. Studies in Humanities and Education 2:56-69.

[17] Aycock A, Gamham C, Kaleta R (2002) Lessons Learned from the Hybrid Course Project. Teaching with Technology Today. Available in: https://hccelearning.files.wordpress.com/2010/09/lessons-learned-from-the-hybrid-course-project.pdf

[18] Azizan FZ (2010) Blended learning in higher education institution in Malaysia. In: Proc Reg Conf Knowl Integr ICT, pp 454-466.

[19] Azizi SM, Ghanizadeh A, Miri MR, Fakhari AA (2020) Factors affecting the acceptance of blended learning in medical education: Application of UTAUT2 model. BMC Medical Education 20:367.

[20] Babić S (2012) Factors that influence academic teacher's acceptance of e-learning technology in blended learning environment. In: Štambuk A, de Vreede GJ, eds. E-Learning: Organizational Infrastructure and Tools for Specific Areas. InTechopen, pp 1-18.

[21] Banditvilai C (2016) Enhancing students language skills through blended learning. Electronic Journal of e-Learning 14(3):223-232.

[22] Baran E, Correia AP, Thompson AD (2013) Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teaching Education 27(1):115-132.

[23] Battaglino TB, Haldeman M, Laurans E (2012) The costs of online learning. Education Reform for The Digital Era, pp 55-76.

[24] Betts K (2014) Factors influencing faculty participation and retention in online and blended education. Online journal of distance learning administration 17:1-17.

[25] Birbal R, Ramdass M, Harripaul MC (2018) Student teachers’ attitudes towards blended learning. Journal of Education and Human Development 79-26.

[26] Black EW, Beck D, Dawson K, Jinks S, DiPietro M (2007) Considering implementation and use in the adoption of an LMS in online and blended learning environments. TechTrends 51:35-53.

[27] Boelens R, Van Laer S, De Wever B, Elen J (2015) Blended learning in adult education: Towards a definition of blended learning. Available in: https://biblio.ugent.be/publication/6905076.

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