QUAN ĐIỂM CỦA SINH VIÊN VÀ GIẢNG VIÊN VỀ PHƯƠNG PHÁP DẠY HỌC DỰ ÁN TRONG KHÓA HỌC BIÊN DỊCH KẾT HỢP=STUDENTS’ AND TEACHERS’ PERSPECTIVES ON PROJECT-BASED LEARNING IN A BLENDED-LEARNING TRANSLATION COURSE

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Tác giả: Thi Thu Giang Bui, Thi Hai Hang Cao, Thi Thanh Van Lai, Thi Minh Hanh Nguyen, Thi Thuy Trang Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học & Công nghệ - Trường Đại học Công nghiệp Hà Nội, 2024

Mô tả vật lý: tr.110

Bộ sưu tập: Metadata

ID: 487108

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Nghiên cứu được thực hiện tại một trường đại học công lập ở Việt Nam, nơi phương pháp dạy học dự án đã được áp dụng trong nhiều khóa học. Tuy nhiên, đây mới là lần thứ hai phương pháp này được triển khai trong môi trường học kết hợp và chưa có nghiên cứu nào được thực hiện nhằm kiểm chứng tác động của việc áp dụng phương pháp này lên hiệu quả học tập. Mục tiêu của nghiên cứu là làm sáng tỏ góc nhìn của sinh viên và giảng viên về tác động của phương pháp học dự án dưới hình thức Dự án Tạp chí trong một khóa học dịch thuật kết hợp giảng dạy trực tiếp và trực tuyến. Phương pháp nghiên cứu hỗn hợp đã được sửdụng để thu thập dữ liệu từ 107 sinh viên năm ba chuyên ngành tiếng Anh thông qua bảng câu hỏi khảo sát trực tuyến, phỏng vấn sâu với tám sinh viên và các cuộc phỏng vấn bán cấu trúc cá nhân với năm giảng viên chuyên ngành. Kết quả cho thấy, phản hồi tích cực từ sinh viên và giảng viên về tính tự chủ, kỹ năng giải quyết vấn đề, khả năng làm việc nhóm và kỹ năng công nghệ thông tin của người học. Tuy nhiên, cũng có những vấn đề được nêu ra như việc hỗ trợ cá nhân chưa đủ và công cụ học tập không hiệu quả trong quá trình triển khai dự án học kết hợp. Cuối cùng, nghiên cứu đã đưa ra các khuyến nghị giáo dục liên quan đến việc triển khai hiệu quả của phương pháp học dự án trong môi trường học tập kết hợp dành cho các nhà giáo dục và nhà nghiên cứu.This research was conducted at a public university in Vietnam where project-based learning (PBL) has been integrated into various courses. Notably, this marks only the second instance of PBL being used in a blended learning format, an area that remains underexplored. The study seeks to examine both students’ and teachers’ perceptions of the effects of PBL, specifically through the implementation of a Magazine Project within a blended translation course. A mixed-methods approach was utilized, gathering data from 107 third-year English majors via an online questionnaire, in-depth interviews with eight students, alongside semi-structured interviews with five course instructors. Findings indicated positive responses from both students and teachers regarding learner autonomy, problem-solving abilities, collaboration, and IT skills. However, the study also highlighted challenges such as a lack of individualized support and the use of ineffective learning tools. The paper concludes with practical recommendations for optimizing PBL in blended learning contexts, targeting educators and researchers.

1. Đọc trực tuyến

1. Đọc trực tuyến

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