MỨC ĐỘ HÀI LÒNG VÀ SẴN SÀNG HỌC TRỰC TUYẾN: CÁC YẾU TỐ ẢNH HƯỞNG VÀ SỰ KHÁC BIỆT VỀ GIỚI

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Tác giả: Phạm Ngọc Thiện Nguyễn, Khánh Trinh Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Xã hội, Nhân văn và Giáo dục, 2023

Mô tả vật lý: tr.135-146

Bộ sưu tập: Báo, Tạp chí

ID: 338842

Thêm vào giỏ Liên kết toàn văn

Bài nghiên cứu này nhằm mục đích tìm ra mối quan hệ giữa ba nhân tố (hỗ trợ hướng dẫn, đánh giá và phát triển kỹ năng), sự hài lòng, cũng như sự sẵn sàng, sự khác biệt về giới tính trong học tập trực tuyến. Nghiên cứu đã khảo sát sinh viên tại các trường đại học ở miền Nam Việt Nam (n = 484) bằng cách sử dụng phiên bản tiếng Việt của bảng hỏi “The Student Outcomes Survey” (Fieger, 2012). Bài báo cũng xem xét sự hài lòng và sẵn sàng của sinh viên có liên quan đến việc hỗ trợ hướng dẫn, đánh giá và phát triển kỹ năng. Ngoài ra, hai biến số (hỗ trợ hướng dẫn và phát triển kỹ năng) cũng giải thích sự hài lòng của người học trong đánh giá và phát triển kỹ năng. Bên cạnh đó, mẫu độc lập T-test cho thấy nam giới hài lòng với việc học trực tuyến và sẵn sàng tham gia hình thức họcnày khi đại dịch kết thúc. Nữ giới cũng có cùng kết quả với nam giới về việc học trực tuyến trong thời kỳ đại dịch nhưng lại không thích hợp trong các tình huống bình thường. Những phát hiện này cho thấy sự cần thiết của việc kết hợp hỗ trợ hướng dẫn, đánh giá và phát triển kỹ năng để nâng cao sự hài lòng và sẵn sàng của người học. Nghiên cứu đóng góp vào lĩnh vực giáo dục liên quan đến nhận thức của người học về học trực tuyến. Ý nghĩa và hạn chế của những phát hiện này đã được thảo luận.This study aimed to investigate the relationships among three factors (instructional support, assessment, and skills development) and satisfaction, as well as readiness, in online learning, with gender differences were also considered. The study surveyed undergraduate students in the southern universities in Vietnam (n = 484) using the Vietnamese version of the Student Outcomes Survey questionnaire (Fieger, 2012). The results revealed that students’ online learning satisfaction and readiness were moderately related to instructional support, assessment, and skills development. Two variables (instructional support and skills development) positively explained learners’ online learning satisfaction while assessment and skills development significantly predicted online learning readiness. Besides, an independent samples t-test showed that males were satisfied with their online learning and were willing to participate in this form of learning when the pandemic would be over. Females had the same result as males about online learning during the pandemic but thought it inappropriate in normal situations. These findings demonstrated the need for a combination of instructional support, assessment, and skills development to enhance learners' online learning satisfaction and readiness. The study contributes to the educational field regarding awareness of learners about online learning. The implications and limitations of these findings were discussed.

1. Đọc trực tuyến

1. Đọc trực tuyến

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