Papers by Anh Nguyet Diep
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Internet and Higher Education, Jul 1, 2017
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Advances in educational technologies and instructional design book series, 2019
In responding to the ubiquitous presence of information and communication technology (ICT) in the... more In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.
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Computers & education, Dec 1, 2019
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Nova Science Publishers, Inc., Jul 2, 2019
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8th Triennial Conference European Society for Research on the Education of Adults (ESREA): Imagining Diverse Futures for Adult Education: Questions of Power and Resources of Creativity, Sep 1, 2016
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EARLI - European Association for Research on Learning and Instruction, 2015
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SCUTREA Conference 2017: Adult Education for Inclusion and Diversity (4-6 July 2017), Jul 1, 2017
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SCUTREA Conference 2017: Adult Education for Inclusion and Diversity (4-6 July 2017), Jul 1, 2017
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8th Triennial Conference European Society for Research on the Education of Adults (ESREA): Imagining Diverse Futures for Adult Education: Questions of Power and Resources of Creativity, Sep 1, 2016
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Turkish Online Journal of Educational Technology, 2017
The present study employs social cognitive theory (SCT) and social capital as the guiding framewo... more The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N=179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate how the SCT and social capital, which are mostly used in predicting online interaction quality in virtual settings, are applicable in an academic setting. More specifically, we investigate the relationship between trust, norms of reciprocity, sense of belonging, altruism, perceived learning benefits and learners’ perception of online interaction quality. Data were collected quantitatively by means of a questionnaire. Confirmatory factor analysis (CFA) and path analysis were employed to validate the instrument and answer the research question respectively. The findings show that only sense of belonging and perceived learning benefits signific...
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Research Anthology on Adult Education and the Development of Lifelong Learners, 2021
In responding to the ubiquitous presence of information and communication technology (ICT) in the... more In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.
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International Journal of Research in Education and Science, 2020
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...
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Journal of Computers in Education, 2020
Significant enhancement in students’ learning performance has been noticed in blended learning co... more Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of disciplinary difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants ( N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.
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Andragoske studije, 2018
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Papers by Anh Nguyet Diep