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HANOI UNIVERSITY OF INDUSTRY FACULTY OF FOREIGN LANGUAGES Research Proposal Student’s full name: Pham Thi Ngot AN EVALUATION OF THE EFFECTIVENESS OF BLENDED LEARNING MODEL FOR TEACHING ENGLISH AT HANOI UNIVERSITY OF INDUSTRY Field: English Language Supervisor: Dr Nguyen Thi Huong HANOI, [2021] TABLE OF CONTENTS I INTRODUCTION .3 Rationale Blended learning is currently a common teaching program at the university level because of such a combination of multiple teaching approaches Plus, the technology advancement also supports the development of English teaching and learning, particularly in higher education, which can improve Vietnamese students' communicative environments This paper intends to assess the effectiveness of a blended learning model for first-year English-majored students at Hanoi University of Industry, as well as the challenges that students face while employing this model Aim(s) of the Study 3 Research questions Scope of the Study Significance of the Study Research Methods Structure of the Study .4 II LITERATURE REVIEW 2.1 E-learning quality approach 2.2 Blended learning .5 III PROPOSED RESEARCH METHODOLOGY 3.1 Research settings 3.2 Participants 3.3 Data collection instruments 3.4 Data analysis IV EXPECTED FINDINGS AND DISCUSSIONS 4.1 Expected findings 4.2 Discussions REFERENCES 10 I INTRODUCTION Rationale Blended learning is currently a common teaching program at the university level because of such a combination of multiple teaching approaches Plus, the technology advancement also supports the development of English teaching and learning, particularly in higher education, which can improve Vietnamese students' communicative environments This paper intends to assess the effectiveness of a blended learning model for first-year English-majored students at Hanoi University of Industry, as well as the challenges that students face while employing this model Aim(s) of the Study This research focuses on presenting an evaluation model for evaluating the success of elearning systems This model takes into account a variety of stakeholders, including academic staff, students, and ICT workers The wide range of stakeholders who assess elearning systems provides a comprehensive view of the systems and their outcomes The study will also show the benefits of both online and traditional education Then, to demonstrate the effectiveness and drawbacks of the two approaches, we will present some effects of combination learning Finally, we will make a broad assessment of whether combining learning is an effective solution in terms of both methods Whether or not there is space and time Research questions This study is mainly conducted to give an insight about an evaluation of the effectiveness of blended learning model for teaching English at Hanoi University of Industry To reach goal, this study will answer main questions: How does the effectiveness of online learning compare with that of face-to-face learning? Does the combination of online instruction and e-learning enhance learning? Scope of the Study The main subjects of this study are lecturers and students of Hanoi Industrial University The study will concentrate on three Hanoi Industrial University faculties, namely the Faculty of Languages Significance of the Study The research results are expected to give significant contributions to teaching and learning in blended learning, particularly at HaUI For the students, the research findings enable them to increase their awareness of the significance of peer dialogue and how to use them more effectively Research Methods The research team uses a combination of quantitative and qualitative research methods about blended learning, analyzing relevant data, conducting in-depth interviews with some students Structure of the Study The study consists of three parts: Introduction, development and conclusion • Part A presents the rationale, aim and objectives, subject and scope, practical significance and outline of the study • Part B mentions a comprehensive overview of the prior theory of blended learning as well as gives an insight of research method including participants, data collection instruments and procedure, as well as procedure of data analysis • Part C brings an end to the study by indicating expected findings and discussions II LITERATURE REVIEW 2.1 E-learning quality approach The term e-learning is used by many researchers and consensus on its definition has not been achieved (Lee, Yoon, & Lee, 2009) Engelbrecht (2005) restricts e-learning to distance-mode delivery: “the use of electronic media (the internet, DVD, CD-Rom, videotapes, television, cell phone, etc.) for teaching and learning at a distance” (p 218) Whereas in the context of active learning, Lee et al (2009) not impose such a restriction, defining e-learning as “Web based learning which utilize web-based communication, collaboration, multimedia, knowledge transfer, and training to support learner’s active learning without the time and space barriers” (p.1321) We accept the latter definition, recognizing that in many institutions, e-learning systems are used by oncampus students as well as distance-mode students Different criteria in evaluating elearning system success have appeared because of differences in approaches adopted by various authors as to the term e-learning (Ozkan & Koseler, 2009) The studies which have dealt with this issue can be classified into four approaches Studies have and still pay considerable attention to e-learning quality Also, the quality issue has received attention from educational institutions such as the Western Interstate Commission for Higher Education (WICHE), and the Institute for Higher Education Policy (Frydenberg, 2002) The contributions which adopted this approach focused on the quality of e-learning system as a whole and not limited to service quality only MacDonald et al (2001) have proposed a model called the Demand-Driven Learning Model (DDLM) DDLM was established relying on five factors which were considered to be essential to creating e-learning quality in higher education The constructs of this model are structure, content, delivery, service, and outcome Studies by McGorry (2003), MacDonald and Thompson (2005), and Lee and Lee (2008) are believed to be supportive of this approach 2.2 Blended learning Blended learning is a type of education that combines traditional and both traditional and e-learning settings have their benefits and drawbacks In a traditional learning environment, instructors can control the learning environment They can use different learning methods or components according to learner’s needs Learners are embedded in a rich social context; they interact with each other and get immediate feedback from other learners or instructors (Acton et al 2005; Hill et al 2013) Traditional learning environments are often related to high costs in corporate education Often employees have to travel to participate in trainings and stay away from work As a result, e-learning environments have been implemented in corporate education E-learning environment offers flexible access to training materials irrespective of time or place Moreover, a large number of learners can be reached In contrast, learners have to face some challenges Through asynchronous learning social context is missing and interaction between elearners and instructors are often text-based via discussion forums or e-mail Consequently, e-learners often feel isolated and sometimes also lost in the learning environment when information is presented unstructured (Gunasekaran et al 2002; Hill et al 2013; Wan et al 2012) III PROPOSED RESEARCH METHODOLOGY 3.1 Research settings The study considers qualitative data-based evaluation This is for a variety of reasons First, participants come from quantitative disciplines and are therefore experienced with quantitative analysis; second, statistically significant changes may not be seen when measuring learning Good teaching in whatever format will result in learning (Engelbrecht and Harding 2003; Engelbrecht and Harding 2004) and it may not be possible to find significant differences between groups Any differences may be qualitative rather than quantitative 3.2 Participants The participants are 40 English students at Ha Noi University of Industry including 31 females and 09 males 3.3 Data collection instruments Qualitative methodologies use a range of data sources This research will concentrate on data derived from focus groups, interviews and open-ended questionnaires These sources reflect the experience of the participants in the learning process and, taking our pragmatic paradigm, are the easiest for a lecturer to collect and analyse Wood (2005) presents an overview of conducting interviews and focus groups with a short list of practical references These data sources result in a mass of data A one hour interview or focus group can take hours to transcribe and result in 10 000 words If you have 40 students and each writes 20 words in response to an open ended question you can end up with 4000 words It is no wonder that quantitative results of evaluations are reported more frequently than qualitative! We have found that the software tool Excel is a great support in the investigation of the data Microsoft Excel is a spreadsheet program in the Microsoft Office suite of Microsoft software that is designed to help record, present processed information in a tabular format, perform calculations, and build statistics Visualization is included in tables from Excel Like the spreadsheet programs Lotus 1-2-3, Quattro Pro This app also supports many survey-relevant features including both quantitative and qualitative research 3.4 Data analysis Using this qualitative data analysis package we can: • Find all instances of a keyword and determine which people said it Request the amount of spread by searching for keywords (that is how many words either side of the keyword) • Identify the participants who articulated the topics by coding them • Make models out of your themes • Establish a link between participants' demographic information and other characteristics Qualitative examination of participant themes that were created without the evaluator's ideas being imposed can provide us with new and varied information regarding our use of blended learning Evaluate Blended learning Focus groups: Two focus groups were organized with students who were either enrolled in or had finished at least one blended course The focus group interviews were performed by an independent interviewer, with none of the course lecturers present Students were chosen at random to participate in these sessions, resulting in two groups of twelve and eleven students each Both groups represented language preferences, race, and gender fairly In evaluating this blended learning model students pointed to the flexibility that the online component offers as a major advantage Any time/anywhere approach allows them to work whenever it suits them best and when they can perform most productively • Blended learning encourages self-reliance by allowing students to spend more time individually trying tasks before consulting with a teacher; they learn to trust their own judgment more Students gain the talent of time management as they become more independent in their learning; they appear to be able to adapt their study schedule according to the nature of the work and at their own speed • Students perceive the blended learning environment as one that requires more responsibility On the flip side, technical issues like server outages or inaccuracies in posted solutions irritate pupils They often complain about learning being a lonely hobby at times IV EXPECTED FINDINGS AND DISCUSSIONS 4.1 Expected findings Although the online exam provides quick feedback, which all students like, the majority of them are dissatisfied with the absence of human attention and the delayed response that e-mail provides when a problem arises As a result, they valued the weekly contact meetings as an opportunity to ask questions in person Although the majority of the students preferred online testing, almost half of the students either prefer paper tests or a combination of the two modes of assessment Reasons given for an online preference include the absence of examination stress, immediate feedback and availability of the results, suitability for formative assessment, the flexibility of the online environment and the virtue of being exposed to modern technology It is crucial to keep in mind that blended learning doesn't allow for individual study The learning model's inherent structure is what makes it a successful tool for use Without the structure provided by this model (deadlines, weekly quizzes and continuing assessment) the learning would prove to be no more effective than traditional contact lectures Both the focus groups as well as the questionnaires provided valuable information regarding the blended approach of this particular course The finding that self-reliance, time management, responsibility and self-discipline result from this blended learning approach was welcomed The degree to which pupils mature as learners is best assessed qualitatively rather than quantitatively Time management, for example, is difficult to quantify, but it appeared strongly as a consequence of blended learning during focus group interviews While knowledge can be measured statistically, emotive factors such as assessment preferences and their causes are more difficult to quantify A number of improvements to the bended teaching paradigm arose from these qualitative interviews and questionnaires In the online assessment component, there was a focus on improving the usage of partial credit A chat room session was introduced to address the issue of a lack of human contact Technical problems and flaws in solutions were avoided at all costs 4.2 Discussions This study aimed to explore the significant perceived use of blended learning To this end, 40 students completed an item scale of the SPSS Questionnaire The results of the study showed that all students exhibited almost similar patterns of strategy awareness and reported usage when reading college-level materials in English, when they were studying English in FFL, HaUI It's critical to assess instructional change if we wish to persuade colleagues, students, and ourselves of its usefulness Changes might be subtle at times, but they can also be abrupt Higher education has undergone substantial changes as a result of this research in order to meet the demand to increase knowledge and absorb new information more effectively, resulting in the development of new learning methods in line with standard procedure At the same time, both modalities, including online education and direct education, have limited effects If the bright spots of both methods of education can be combined, combined learning appears to have showed a significant benefit REFERENCES Acton, T., Hill, S and Scott, M 2005 “E-education – Keys to Success for Organisations,” in BLED 2005 Proceedings, Paper 21 Cohen, E., & Nycz, M (2006) Learning objects and e-learning: An informing science perspective Interdisciplinary Journal of Knowledge and Learning Objects, 2, 23-34 Ardito, C., Costabile, M., Marsico, M., Lanzilotti, R., Levialdi, S., Roselli, T., et al (2006) An approach to usability evaluation of e-learning applications Universal Access in the Information Society, 4(3), 270-283 Engelbrecht, E 2005, 'Adapting to Changing Expectations: Post-Graduate Students', Computers and Education, 45 (2), 217-229 Engelbrecht, J and Harding, A Online assessment in mathematics: multiple assessment formats New Zealand Journal of Mathematics, 32, 57-66 Engelbrecht, J and Harding, A Combining online and paper assessment in a web-based course in undergraduate mathematics Journal of Computers in Mathematics and Science Teaching, 23, (3), 217-231 Frydenberg, J (2002) Quality standards in eLearning: A matrix of analysis The International Review of Research in Open and Distance Learning, 3(2), 1-15 Gunasekaran, A., McNeil, R D and Shaul, D 2002 “E-learning: research and applications,” Industrial and Commercial Training (34:2), pp 44-53 Georgina, D., & Olson, M (2008) Integration of technology in higher education: A review of faculty self-perceptions The Internet and Higher Education, 11(1), 1-8 Hill, T., Chidambaram, L and Summers, J 2013 “A Field Experiment in Blended Learning Performance Effects of Supplementing the Traditional Classroom Experience with a Web-based Virtual Learning Environment,” in AMCIS 2013 Proceedings Holsapple, C., & Lee Post, A (2006) Defining, Assessing, and Promoting E Learning Success: An Information Systems Perspective Decision Sciences Journal of Innovative Education, 4(1), 6710 85 Kaur, A and Ahmed, A 2006 “Open Distance Pedagogy: Developing a Learning Mix for the Open University Malaysia,” in The Handbook of Blended Learning Global Perspectives, Local Designs, C J Bonk and C.R Graham (eds.), San Francisco, Calif: Pfeiffer, pp 311-324 Lee, B.-C., Yoon, J.-O., & Lee, I (2009) Learners' acceptance of e-learning in South Korea: Theories and results Computer and Education, 53, 1320-1329 Lee-Post, A (2009) E-Learning Success Model: an Information Systems Perspective Electronic Journal of e-Learning, 7(1), 61-70 Lee, J., & Lee, W (2008) The relationship of e-Learner's self-regulatory efficacy and perception of e-Learning environmental quality Computers in Human Behavior, 24(1), 32-47 Osguthorpe, R T and Graham, C R 2003 “Blended Learning Environments,” The Quarterly Review of Distance Education (4:3), pp 227-233 Ozkan, S., & Koseler, R (2009) Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation Computers & Education, 53(4), 1285-1296 McGill, T., & Klobas, J (2009) A task-technology fit view of learning management system impact Computers & Education, 52(2), 496-508 McGorry, S (2003) Measuring quality in online programs The Internet and Higher Education, 6(2), 159-177 Approved by SUPERVISOR APPENDICES (Signature and full name) 11 12 ... in online programs The Internet and Higher Education, 6(2), 15 9 -17 7 Approved by SUPERVISOR APPENDICES (Signature and full name) 11 12 ... review of faculty self-perceptions The Internet and Higher Education, 11 (1) , 1- 8 Hill, T., Chidambaram, L and Summers, J 2 013 “A Field Experiment in Blended Learning Performance Effects of Supplementing... Calif: Pfeiffer, pp 311 -324 Lee, B.-C., Yoon, J.-O., & Lee, I (2009) Learners' acceptance of e-learning in South Korea: Theories and results Computer and Education, 53, 13 20 -13 29 Lee-Post, A (2009)