Untitled i STUDENTS’ EXPECTATIONS AND EXPERIENCES OF BLENDED LEARNING A CASE STUDY AT HANOI OPEN UNIVERSITY, VIETNAM Submitted by Ngan Hoang Vu A thesis submitted in fulfilment of the requirements for[.]
INTRODUCTION
Background of the study
Since the late 1990s and early 2000s, blended learning has gained significant importance in higher education across Western countries such as the USA, the UK, and Australia Early adoption of blended learning by distance education providers has paved the way for its widespread use The proliferation of computer use, advancements in internet technologies, and the emergence of Web 2.0 tools have all contributed to the rapid growth of blended learning in higher education.
(2006), “The term blended learning is being used with increased frequency in both academic and corporate circles” (p.3)
While there is debate around just how to define blended learning, researchers such as Graham
Blended learning, as defined by 2006, combines face-to-face instruction with online learning, often regarded as the “best of both worlds” (Morgan, 2002; Young, 2002) Its key advantages include convenience, easy access, cost-effectiveness, and the promotion of more effective pedagogies (Graham, Allen & Ure, 2005) Increasing numbers of institutions, educators, and students are preferring blended learning over fully online options (Graham, 2006; Kim & Bonk, 2006) According to Garrison and Vaughan (2011), blended learning effectively meets the demands of 21st-century education while preserving traditional educational values.
Most blended learning research has primarily been conducted in Western countries such as the USA, Canada, Europe, and Australia, leading to a substantial body of knowledge on its various aspects Key areas of focus include evaluating learning effectiveness, boosting satisfaction among learners and faculty, enhancing access and flexibility, and ensuring cost efficiency This extensive research helps inform best practices and promotes the adoption of blended learning models worldwide (Graham, 2013).
Blended learning is increasingly gaining popularity across Asian countries such as China, Japan, Taiwan, and Singapore While it enjoys widespread acceptance in Western societies, its success in Asia faces challenges due to cultural differences, varying attitudes, and implementation issues (Tham & Tham, 2011) Since the 2000s, the Vietnamese government has actively promoted the integration of ICT into education, with a particular focus on expanding e-learning and blended learning in higher education.
Education in Vietnam and the use of ICT
Vietnam, a developing nation, has focused on modernization and economic growth since joining the WTO in 2007 Recognizing education as a key driver of social and economic development, the Vietnamese government has prioritized education reforms to support national modernization and industrialization This commitment to educational development is part of a broader regional trend in Southeast Asia, where countries are implementing large-scale reforms to enhance their competitiveness and support sustainable growth.
The Vietnamese government has prioritized the integration of ICT in education to develop a modern, innovative education system Since 2000, it has issued policies supporting ICT-related programs and guiding their application in training activities, leading to increased use of ICT in education and training Online learning, or e-learning, has been introduced with the goal of providing greater access to education and shifting from traditional teacher-centred methods to learner-centred approaches that benefit students Blended learning, a newer concept, is gaining recognition in Vietnam through international projects supported by organizations such as AusAID and the World Bank, despite not being explicitly highlighted in government policy documents.
Vietnam has a rich Confucian tradition in education, where teachers traditionally occupy a central role and students adopt a passive learning stance Implementing blended learning approaches can be challenging in this context, as they require learners to self-regulate and take a more active role in their education For many students, this shift may be difficult to achieve, highlighting the cultural and pedagogical barriers to adopting blended learning methods (Kaleta et al., 2005).
The context of Hanoi Open University, the research setting of this study
Hanoi Open University was established in 1993 with a main focus on distance education and training Over 20 years of operation, the University has gained a reputation for being one of the best providers of distance education programs in the country The University has been developing a network of distance learning programs throughout many provinces and has successfully trained thousands of students in various disciplines (Hanoi Open University, website, n.d)
Inspired by government policies promoting innovation in education, Hanoi Open University has prioritized the integration of ICT in distance learning to enhance training quality Since 2009, the university's official e-learning program has become a key component of its distance education offerings, attracting a growing number of students The institution recognizes e-learning as a vital strategy for diversifying teaching methods, expanding course offerings, ensuring program quality, and fostering international collaborations, aligning with its mission to modernize education and broaden access.
Rationale for the study
This study aims to analyze students' responses to the government’s initiatives promoting blended learning While extensive research on blended learning exists, most studies have been conducted in Western contexts In Asia, blended learning is increasingly gaining attention but remains underdeveloped Findings from Western countries are not directly applicable to the unique educational environment at Hanoi Open University, highlighting the need for context-specific research.
I am one of the students that the Vietnamese government has sponsored to study abroad as part of the education innovation process My official job at Hanoi Open University is to work in cooperation with international universities and educational institutions, to set up quality training programs for learners in Vietnam and to share and exchange knowledge, as well as experiences in education and training I became increasingly interested in blended learning especially as some of the faculty were suggesting that through its combination of online and face-to-face, student learning could benefit However I also knew that the university had not given much attention to supporting teachers to implement blended learning Specifically I wanted to know more about what students actually expected of blended learning and the nature of their experiences.
Research questions
The study is guided by the following research question:
Overall question: What are students’ expectations and experiences of blended learning programs at Hanoi Open University?
This broad question is broken down into the following three questions:
- What are the students’ expectations of blended learning programs?
- What are the students’ experiences in blended learning programs?
- How do the students’ experiences meet their expectations?
Overview of the research method
This study adopts a qualitative case study approach to gain deep insights into practices within a Vietnamese context, involving 13 second-year students enrolled in courses such as Accounting, Business Management, Finance and Banking, and Applied Information Technology Data were collected through semi-structured Skype interviews, enabling rich, contextual responses The collected data were then subjected to systematic coding and analysis to uncover meaningful patterns and insights.
Significance of the study
The study is important for several reasons First, the study contributes to the broad field of research around blended learning in higher education by adding a voice from an Asian context Second, it contributes to research specifically around the student expectations and experiences of blended learning in Vietnam Third, through its case study approach to this research, and use of interview data which captures the voices of the participants, it provides more detailed descriptions of 13 students’ views It is likely that as this study documents and provides insights into student views it can impact on blended learning practices in similar contexts in Vietnam
This article highlights student perspectives on blended learning at Hanoi Open University, offering valuable insights to shape future development and implementation strategies Understanding the student experience in these emerging educational environments can help university leaders and faculty enhance course design and engagement By showcasing the effectiveness and relevance of blended learning in a Vietnamese university setting, this research assists policymakers in assessing the suitability of such programs Ultimately, capturing student feedback can inform improvements, ensuring blended learning meets the needs of Vietnamese students and aligns with educational goals.
Thesis overview
This thesis consists of six chapters and six appendices
Chapter One introduces the study by outlining its background and key ideas, helping readers understand the research context It explains the rationale and presents the main research questions, highlighting the study's significance and contributions Additionally, the chapter provides an overview of the thesis structure, guiding readers through the upcoming content.
Chapter Two reviews the existing literature that underpins this study, divided into three key sections The first section offers a comprehensive overview of blended learning within higher education, highlighting its significance and emerging trends The second section narrows the focus to the implementation and challenges of blended learning in Vietnam, with a particular emphasis on Hanoi Open University The third section investigates students’ expectations and experiences with blended learning, providing insights into how learners perceive and engage with this instructional approach.
Chapter Three outlines the research process for this study, divided into four key sections It begins with the researcher's orientation that provides the foundational framework for the study The second section details the research design and rationale for selecting a case study approach The third part describes data collection and analysis methods, emphasizing the use of interviews as a primary data source Finally, the chapter discusses strategies to ensure data reliability and validity, ensuring the credibility of the research findings.
Chapter Four presents the study's key findings, addressing the research questions outlined in Chapter 1 The chapter begins by reintroducing the participants, providing context for their insights It then explores participants’ expectations before delving into their actual experiences Finally, the chapter examines these experiences in relation to their initial expectations, offering a comprehensive understanding of the study outcomes. -**Sponsor**Sounds like you need help making your article shine! Keeping up with SEO and ensuring each paragraph is coherent can be tough With [Article Generation](https://pollinations.ai/redirect-nexad/7k2uV2Y8), you can instantly get SEO-optimized content and save a ton of time and money! Think of it as having your own content team, ready to help you rewrite and refine your articles.
Chapter Five discusses the results of the study in relation to the research literature It suggests that the study adds to our existing knowledge in a number of ways because of the research setting in Vietnam
Chapter Six concludes the study in relation to the research questions presented in Chapter 1 As well, it discusses the implications and limitations of the study.
Chapter summary
This chapter offers an introduction to the study, highlighting the key ideas and research foundations that underpin it It clearly outlines the research questions guiding the investigation, details the research design, and emphasizes the study's significance Additionally, the chapter describes the organization of the thesis to help readers understand its structure and purpose.
The next chapter reviews the research literature around the use of blended learning in the higher education context generally, and then in Vietnam specifically.
LITERATURE REVIEW
Blended learning in higher education
The rapid development of Information and Communication Technologies (ICTs) has significantly impacted higher education, with policymakers and researchers advocating for their use to enhance student learning and boost employability in an increasingly digital world (Akkoyunlu & Yilmaz-Soylu, 2006) However, implementing ICT in education is complex, and its benefits are not guaranteed; instead, its effectiveness depends on various factors, making the outcomes unpredictable and highly context-dependent (Selwyn, 1999).
Recent trends show a significant rise in ICT adoption in higher education, especially in Western countries like the United States, the United Kingdom, and Australia, driven by the need for cost-effective program delivery (Graham, 2006) The popularity of MOOCs exemplifies this shift, enabling the delivery of courses to large audiences Additionally, the evolving student demographic, including older learners balancing work and family commitments, has further promoted ICT integration In contrast, many Asian countries are still in the early stages of developing their ICT capabilities in higher education (Peeraer, Tran & Tran, 2009).
The development of e-learning, online learning, and web-based learning has emerged from the growing interest in using ICT to enhance education E-learning is defined as a model of teaching and learning conducted via the internet, networks, or computers to achieve both individual and institutional learning goals (Clark & Mayer, 2003) Online learning, as described by Khan (1997), involves using the internet to access educational materials, interact with content, instructors, and peers, and receive support throughout the learning process to acquire knowledge, develop personal understanding, and foster growth Web-based learning specifically refers to delivering educational content through web technologies, tools, and services that emphasize user participation and interaction (Richardson, 2008).
While these terms, e-learning, online learning and web-based learning can refer to quite different things, they are often used interchangeably Further, research findings around benefits and limitations which draw from one area, are interchanged with the others Thus, the literature in these areas tend to all refer similarly to benefits around ease of access, “anytime” learning, flexible class schedules, and travel cost reduction, as well as to limitations around “one-size fits all”, loss of personalisation and loss of interaction between learners and instructors, and between learners Often, both benefits and limitations are compared to face-to-face learning
This chapter delves into the benefits and limitations of blended learning, highlighting its potential to enhance educational experiences It also explores the origins of blended learning and addresses the challenges in defining this versatile teaching approach, providing a comprehensive overview of its conceptual foundations and existing ambiguities.
Blended learning originates from traditional distance education, which has long utilized ICT tools like videos, sound recordings, and television to enhance teaching (Brody, 2006; Akkoyunlu & Yilmaz-Soylu, 2006) With the rapid advancement of computers and networks, various remote learning methods have evolved, with blended learning emerging as a prominent approach that combines online education with face-to-face instruction to facilitate effective learning over a distance.
Distance education is broadly defined as a learning process that involves a physical or conceptual distance between learners and teachers, utilizing various technologies to facilitate effective instruction Sauve’ (1993) describes it as an umbrella term encompassing methods such as correspondence courses, televised teaching, radio broadcasts, open learning, computer-assisted instruction, and self-learning, highlighting its diverse formats Greenberg (1998) emphasizes that distance learning is a planned educational experience employing a wide range of technologies aimed at engaging learners and certifying their progress Similarly, Kaya suggests that distance education focuses on the physical separation between learners and educators, with technology playing a central role throughout the learning journey These definitions underscore how technology-driven methods expand access to education beyond traditional classroom boundaries.
Before the rise of computers and the internet, blended learning was traditionally understood as the combination of various teaching methods, such as using pens, papers, or images With technological advancements in the 21st century, its modern definition now emphasizes the integration of digital technologies with face-to-face instruction Many authors view blended learning, particularly its online component, as an evolution of distance education that leverages advanced information and communication technologies to facilitate teaching and learning over distances (Brody, 2006).
There are various ways of defining the term ‘blended learning’ in the literature (Clark & Mayer,
Blended learning is defined as an educational approach that combines various instructional modalities, integrating face-to-face and online systems (Singh and Reed, 2001; Graham, 2006) It exists on a continuum between fully online and fully face-to-face courses, offering flexibility in higher education (Partridge, Ponting, and McCay, 2011) Often described as the "best of both worlds," it combines the strengths of traditional classroom instruction with online learning to enhance student engagement and learning outcomes (Morgan, 2002; Young, 2002) While online learning focuses solely on electronic environments, blended learning emphasizes the meaningful integration of traditional face-to-face methods with online instruction to create a more comprehensive educational experience (Stacey and Gerbic, 2008).
Debates surrounding the definition of blended learning often focus on determining the proportion of online and face-to-face components required to categorize a course as "blended" (Graham, 2013) While some researchers, like Allen and Seaman (2007), suggest that 30-79% of content should be delivered online for a course to be considered blended, others such as Watson et al (2010) consider 30% online content sufficient However, accurately measuring the percentage of online content remains challenging, and distinguishing between 29% and 30% online delivery is often impractical, highlighting the complexity in defining clear boundaries for blended learning.
Blended learning is often defined by its combination of different instructional elements According to Graham (2006), there are three common approaches: blending online and face-to-face instruction, blending various instructional modalities, and blending instructional methods The most frequently used definition refers to the integration of online and face-to-face teaching, which distinguishes blended learning courses from purely distance learning or traditional classroom settings.
In 2013, discussions surrounding blended learning primarily focus on how educational institutions distinguish it from traditional face-to-face courses A key aspect of these debates is whether quality assurance should be integrated into the definition of blended learning These arguments highlight the importance of operationalizing the differences between face-to-face and blended learning models to ensure effective implementation and maintain educational standards (Graham).
While there is no universally agreed-upon definition of blended learning, this variation can be viewed positively, as it encourages flexibility across different institutional contexts According to Sharpe, Benfield, Roberts, and Francis (2006), the absence of a strict definition enables staff and institutions to "negotiate their own meaning" and adapt the concept to their specific needs, fostering a sense of ownership and innovation in implementing blended learning strategies.
Blended learning is a rapidly evolving concept, with its definition still subject to change across different contexts (Graham, 2013) Despite variations, there is a growing consensus that the term broadly refers to the integration of face-to-face and online learning methods (Drysdale, Graham, Spring & Halverson, 2013) This flexibility allows individual researchers and educational institutions to adapt the concept to their specific needs and goals.
Blended learning is broadly defined as any teaching approach that integrates both face-to-face and online delivery methods, making it versatile for various educational settings (Partridge et al., 2011, p 2) This comprehensive definition is particularly relevant to the program at Hanoi Open University, which serves as the setting for this research, highlighting the importance of combining traditional and digital learning modalities to enhance student engagement and learning outcomes.
Blended learning in Vietnam and Hanoi Open University
This section explores Vietnam's recent policy initiatives promoting the integration of ICT in higher education, with a specific focus on the adoption of blended learning environments It highlights the government's emphasis on leveraging technology to enhance educational quality and accessibility Additionally, the chapter examines recent policies implemented at Hanoi Open University aimed at expanding ICT use and fostering innovative teaching methods in higher education.
2.2.1 ICT Policy context in Vietnam
The Vietnamese government considers education a priority in the process of moving the country into the global community Yet as described by Peeraer, Tran and Tran (2009) in their policy analysis of the efforts by the Vietnamese government to implement ICT, while there is “a high appreciation of ICT for education, (but) in practice, ICT is mainly used to replace existing teaching practice, in a very limited way” (p 1) Furthermore, drawing on Selwyn’s (1999) research, this mismatch of rhetoric and reality in ICT policy is common and that underlying this mismatch is a technological determinist premise that ICT is inevitably beneficial
Since the early 2000s, Vietnam has actively promoted the integration of Information and Communication Technology (ICT) in education, supported by various government policies and guidelines aimed at encouraging widespread adoption in higher education The Ministry of Education and Training (MOET) plays a central role in issuing these policies, overseeing education and training across all levels within the country.
In 2000, the Ministry of Training and Education launched the ICT Masterplan, which outlined strategic directions for information technology development and application in education from 2001 to 2005 (Peeraer et al., 2009) The Masterplan emphasized that ICT is crucial for enhancing not only the quality of education but also national development It highlighted that integrating IT into education would significantly transform teaching, learning methods, and educational management, ultimately leading to improved educational quality, better human resources, and overall national progress (MOET, as cited in Peeraer et al., 2009).
Master Plan for Information Technology in Education for the period 2001-2005 Directive 58 on enhancing the application and development of IT for the industrialization and modernization
Decision of PM on approval of Implementation of Directive 58
Directive 29 on Enhancing Teaching, Training and Integrating ICT in Education for the period 2001-2005
Decision of PM on approval of the developing IT human resources program to 2010
Decision of PM on Approval of the Strategies of Developing ICT in Vietnam until 2010, Benchmarks for
Decree on Information Technology Application in State Agencies' Operations
2007 Guidelines MOET to DOETs for enhancing the implementation of some activities on ICT Directive 40 on the movement "Friendly School, Active Students" at secondary schools in the period 2008-2013
2008 Directive 55 on Promoting Teaching, Training and Applying ICT in Education - Period 2008-2012 Guidelines MOET to DOETs for IT tasks in school year 2008-2009
Figure 2.1 A Decade of ICT Policy Guidelines in Vietnam, adopted from Peeraer et al (2009)
The Masterplan's long-term goal for ICT integration aimed to drive educational reform in content, teaching methods, and educational management (Peeraer et al., 2009) Its primary focus was on establishing robust ICT infrastructure within educational institutions In April 2003, the Minister of Education and Training and the Minister of Post and Telecommunication signed an agreement to launch the EDU project, which aimed to provide internet access to senior high schools and fiber optic networks to select universities, enabling the development of e-learning programs.
2008) launched an e-learning portal (http://www.edu.net.vn) to provide information on e- learning implementation
In 2001, Directive 58 of the Government emphasized the importance of enhancing the application and development of Information Technology (ICT) to support industrialization and modernization Following this, the Ministry of Education and Training issued Directive 29, highlighting that the primary goal of education was to promote the integration of ICT across all levels and programs These directives marked a pivotal shift towards recognizing ICT as a vital component in advancing educational development.
Training, focused on the integration of ICT in education, and shifts to the enhancement of teaching, and training by applying ICT in education (Peeraer et al., 2009) Based on Directive
Teachers are encouraged to design their lectures and teaching activities using computers, promoting the integration of technology into education (MOET, 2008) The initiative also aims to develop a comprehensive e-learning database and library on EduNET, featuring multimedia materials, electronic lectures, and virtual experiment software to enhance learning experiences (MOET).
Vietnamese policies emphasize integrating ICT as a modern approach to teaching and training to meet evolving learning demands (MOET, 2008) The government aims to develop an information society by providing online learning, electronic curricula, and e-lessons (MOET, 2007) E-learning and the creation and utilization of e-lessons are central objectives in ICT integration in education, although there is a lack of clear definition for what constitutes an e-lesson (Peeraer et al., 2009).
Supported by government policies, Vietnam's educational institutions have achieved notable progress in ICT and e-learning development All schools and universities now maintain websites to share information and facilitate online learning, with resources like lessons and tests readily accessible online There are established network connections between universities and the Ministry of Education and Training (MOET), enhancing collaborative efforts Additionally, several universities, including Hanoi Open University, Hanoi University of Technology, and Teachers’ University, offer online programs for undergraduate students, promoting wider access to quality education through digital platforms.
Blended learning has recently been introduced and integrated into Vietnamese educational institutions with the support of international aid funding, such as AusAID (VDIC, 2012) Between 2011 and 2015, the project achieved notable successes, primarily focusing on developing blended learning within industrial organizations to enhance knowledge sharing, strengthen staff capacity, and improve overall development outcomes.
Vietnam is currently in the early stages of integrating ICT into education and blended learning, with progress hampered by limited staff training and a lack of understanding of the complexities involved Despite the development of various policies and some investment in ICT, overall implementation has been slow This slow progress is partly due to insufficient training provisions for staff and the challenges associated with effectively deploying ICT solutions in the educational sector.
Research on blended learning in Vietnam remains limited, though there is a noticeable increase in studies over time (Peeraer et al., 2009) Broader research has focused on ICT integration in education, including teachers' use of ICT and its implementation in specific programs For instance, Dinh (2006) explored teachers’ perceptions of factors influencing their adoption of ICTs in the classroom, while Nykvist, Lloyd, and Vui (2003) examined ICT engagement in Master’s level programs at a Vietnamese university.
The interchangeable use of terms like ‘blended learning’ and ‘e-learning’ can hinder research clarity in this field For example, a study conducted jointly by the Netherlands government and Vietnam’s Ministry of Health on medical education may have been classified as blended learning research despite focusing on e-learning This highlights the need for precise terminology to improve research consistency The discussion now shifts to Hanoi Open University (HOU), where efforts are underway to incorporate ICT and promote blended learning methods.
2.2.2 Polices of Hanoi Open University
Hanoi Open University is a public university and was established in 1993 to implement different education programs including distance education (which is the key task) so as to provide access to education for more people (Hanoi Open University, n.d)
The university offers a diverse range of full-time programs across eleven faculties, including Information Technology, Telecommunications, Biotechnology, Tourism, Foreign Languages, Chinese, Law, Economics, Industrial Design, Finance, and Banking With a dedicated team of over 1,000 teaching staff, comprising both full-time and part-time educators, the university ensures quality education Renowned for its comprehensive distance learning programs, it has established training facilities in multiple provinces, contributing significantly to the nation's educational infrastructure Over the past 20 years, the university has played a pivotal role in integrating distance education into the national educational system, supporting nationwide access to quality higher education.
Research findings regarding expectations and experiences
Research on blended learning and students’ dispositions toward it has primarily been conducted in countries like the United States, Canada, Europe, and Australia, where the approach has been in use since 2000 Overall, these studies generally indicate a positive attitude toward blended learning among students For example, Cheung et al (2010) found that both online and blended learning classes generally met students’ expectations, despite some challenges such as technological issues and feelings of being lost in cyberspace.
Most research indicates high levels of student satisfaction with blended learning because it combines the advantages of online and face-to-face education Blended learning effectively integrates the flexibility and accessibility of online platforms with the personal interaction of traditional classroom settings, enhancing overall learning experiences According to Graham, this combination leverages the strengths of both methods, contributing to higher engagement and positive outcomes for students.
(2013), “many learners value both the richness of interactions in a face-to-face environment and the flexibility, convenience, and reduced opportunity costs associated with online learning” (p 18)
Initial research on blended learning centered on its definition, benefits, and challenges, while later studies shifted focus towards learner outcomes, interactions, perceptions, and experiences Drysdale et al (2013) highlight that researching student dispositions is the second most common area of dissertation topics in blended learning studies Understanding students’ perspectives, including their expectations, experiences, and satisfaction, is essential for evaluating the success and effectiveness of blended learning environments.
There has been considerable research investigating student perspectives of blended learning, and what are their expectations and experiences I report on this research in the next section
2.3.2 Students’ expectations of blended learning
Clarifying students’ expectations became an important way for researchers to assess students’ satisfaction of the training courses According to Press (as cited in Pinto & Anderson, 2013, p
3), expectations are “assumptions of performance” that are typically evidence-based stemming from three sources: personal past experience, the experience of other people, and what is seen as customary As suggested by Pinto and Anderson (2013), the expectations students bring into the learning environment were often preconceived expectations formed prior to actual knowledge or experience However, the preconceived expectations of student may vary depending on factors such as rumours, personal experiences, peer experiences, and reputation of instructor In their study, Pinto and Anderson (2013) confirmed that students formed their expectations about online or blended learning courses in relation to a wide range of topics such as technology, course content, difficulty level, and communication with instructor and peers
For the most part, research has concluded that flexibility, interaction, and the use of technology are common expectations For example, flexibility in time and place was found in the study by Paechter, Maier and Macher (2010) who found that students’ expectations of the flexibility in the choice of learning strategies and the exchange of knowledge with peers were positively related to learning achievements Interaction, especially among peers was reported by Pinto and Anderson (2013) as well as Paechter et al (2010) as another expectation of students Furthermore, Paechter et al (2010) commented that expectations revolved around ease and speed in exchange of information and knowledge among peers, and the support of cooperative learning and group work with other course participants Pinto and Anderson (2013) confirmed that students expected to communicate more with each other in blended learning course It is important to note that students mainly expected blended learning courses to be a rewarding experience, however, there were some negative views reported such as blended courses being less engaging than traditional ones (Pinto & Anderson, 2013)
The importance of expectations in online learning was emphasized in The Sloan Consortium’s Pillar Reference Manual on Student Satisfaction, highlighting expectations as a key factor influencing student satisfaction (The Sloan Consortium, 2002) Performance expectations, shaped by students’ computer self-efficacy, system functionality, course content, and student-instructor interaction, play a crucial role in determining learning satisfaction, as indicated by Wu, Tennyson, and Hsia (2010).
In 2007, student expectations were identified as a significant challenge in implementing blended learning courses Newly introduced students often mistakenly believe that reduced classroom sessions equate to less coursework, highlighting the importance of managing expectations for successful blended learning experiences.
While research indicates that students' expectations significantly influence their satisfaction in blended learning environments (Wu et al., 2010; Jackson, Jones & Rodriguez, 2010), there remains a gap in understanding the specific expectations students hold prior to enrolling in such courses More detailed insights are needed to explore how these expectations are formed and shaped before students start their blended learning experiences, highlighting the importance of addressing this aspect for improved educational outcomes.
2.3.3 Students’ experiences of blended learning
Extensive research indicates that students generally have positive experiences with blended learning courses, highlighting its effectiveness in enhancing educational outcomes (Akkoyunlu & Yilmaz-Soylu, 2006, 2008; Balci & Soran, 2009).
Balci and Soran (2009) conducted research at the University of Turkey to explore students' opinions on blended learning, finding that the majority of students found blended learning enjoyable Their study showed that the mean score for students' perceptions of the enjoyment and appropriateness of blended learning exceeded 3.00, indicating a positive attitude Additionally, a longitudinal cohort study with three phases further supported these findings, highlighting consistent student satisfaction with blended learning approaches.
Ireland et al (2009) used various instruments including questionnaire, focus group and interviews to collect data in order to evaluate students’ knowledge, attitude and experiences of blended learning courses One of their results showed that many of the 36 students had positive experiences and positive attitudes toward blended learning For example, 22% strongly agreed and 50% agreed that the lectures were useful in aiding understanding of the module (Ireland et al., 2009)
In other contexts such as Asia or the Middle East, previous studies have reached similar conclusions Zhao (2008) examined students’ perceptions of a blended learning program in South China Normal University in Guangzhou and confirmed the positive experiences of students in the research context of China The same attitude was presented in the case of Arab Open University in Kuwait, when most of the students expressed their satisfaction with their blended learning experiences (Sharafuddin & Allani, 2011)
When exploring blended learning experiences, researchers focus on essential components such as online and face-to-face interactions, as well as the level of engagement between learners and instructors These key elements shape the current understanding of effective blended learning modalities, emphasizing the importance of seamless integration and meaningful interaction to enhance educational outcomes.
2.3.3.1 Students’ experiences of online components of blended learning
Previous research indicates that students generally have positive experiences with the online components of blended learning courses For instance, Kistow (2011) found that students enjoyed working in online environments, highlighting overall satisfaction Studies focusing on specific aspects, such as course content and online resources, also report favorable student feedback; Usta and Ozdemir (2007) documented students’ positive experiences with course content and highlighted the ease of access to online materials in a Turkish university setting Additionally, online resources were regarded as convenient and valuable tools for student learning Similarly, Sharafuddin and Allani (2011) observed that most students agreed or strongly agreed that teaching materials, including books, guides, and audiovisual aids, were effective, further emphasizing the positive perception of online course components.
In addition, current research has also paid attention to the design of the online environment believing that it plays a vital role in influencing students’ learning experiences (Kanna & Kurup,
2012) Delialioglu and Yildirim (2007) in their study revealed that half of the students commented favourably on the course websites One of the features of blended learning courses that students liked the most were user-friendly graphics
Summary
This chapter reviews previous research on the development of blended learning in higher education, highlighting key issues in its definition and the influence of Web 2.0 tools It examines the research methodologies, such as case studies and interviews, that inform this study Additionally, the chapter discusses the benefits and limitations of blended learning, providing a comprehensive understanding of its role in modern education.
This chapter has also described the Vietnamese policy context and the implementation of ICT and blended learning at Hanoi Open University which frames this study
This chapter reviews research on student expectations and experiences in blended learning environments, emphasizing the critical role of interaction While most studies have been conducted in Western countries, there is a notable lack of research focusing on Vietnam's unique educational context Understanding student interactions in Vietnamese blended learning settings is essential for enhancing engagement and learning outcomes.
The next chapter turns to discuss the research design of this study.