Flipped classroom theory and application in teaching “combinatorics and probability”, 11th grade textbook

LIST OF ABBREVIATIONS ADL Advanced Distributed Learning AICC Aviation Industry Computer-Based Training Committee CD-ROM Compact Disc-Read-Only Memory CMI Computer Managed Instruction DCM

HANOI PEDAGOGICAL UNIVERSITY 2 FACULTY OF MATHEMATICS

HANOI PEDAGOGICAL UNIVERSITY 2 FACULTY OF MATHEMATICS

THESIS ACKNOWLEDGEMENT

First of all, I would like to express my sincere gratitude to Dr Nguyen Ngoc

Tu for his guidance and encouragement His guidance and support mean a lot to my thesis and my life

I also would like to thank all lectures of the Department of Mathematics, Hanoi Pedagogical University 2 for their advices, comments

My deepest gratitude goes to my family and my friends for their encouragement everytime They always believe and help me to pursue my dreams

Hanoi, May 2019 Student

Nguyen Thi Ly

THESIS ASSURANCE

My thesis is completed under the enthusiastic guidance of Dr Nguyen Ngoc

Tu and my efforts In this research, I have consulted and inherited research results

of scientists with respect and gratitude

I assure that the data and the results of this thesis are true and not identical to other topics I also assure that all the help for this thesis have been acknowledged and results presented in the thesis have been identified clearly

Hanoi, May 2019 Student

Nguyen Thi Ly

LIST OF ABBREVIATIONS

ADL Advanced Distributed Learning

AICC Aviation Industry Computer-Based Training Committee

CD-ROM Compact Disc-Read-Only Memory

CMI Computer Managed Instruction

DCMI Dublin Core Metadata Initiative

ICT Information and Communications Technology

IDD Creating the Instructional Design Document

IEEE Institute for Electrical and Electronics Engineers

IMS Instructional Management Systems

LTSC Learning Technology Standard Committee

SCORM Sharable Content Object Reference Model

USA United States of American

CONTENTS

PREFACE 1

1 Rationale 1

2 Aims of the research 1

3 Object and scope of the research 2

4 Scientific hypothesis 2

5 The main results of the thesis 2

6 Research methods 2

7 Task of the research 2

8 Structure of the thesis 2

CHAPTER 1: INTRODUCTION 3

1.1 E-learning 3

1.1.1 Definition the e-learning 3

1.1.2 The history of the e-learning 4

1.1.3 Characteristics 7

1.1.4 Structure 8

1.1.5 Classification 10

1.1.6 Standards 10

1.1.7 Steps to design the system e-learning 13

1.1.8 Advantages and disadvantages 14

1.18.1 Advantages 14

1.1.8.2 Disadvantages 17

1.2 B-learning 19

1.2.1 Definition the b-learning 19

1.2.2 The history of the b-learning 20

1.2.3 Structure 21

1.2.4 Principles 22

1.2.5 Models of the b-learning 23

1.2.6 Steps to design the system BL 25

1.2.7 Advantages and Disadvantages 27

1.2.7.1 Advantages 27

1.2.7.2 Disadvantages 28

Conclusion of chapter 1 30

CHAPTER 2: FLIPPED CLASSROOM 31

2.1 Introduction to the Flipped classroom 31

2.1.1 Definition the flipped classroom 31

2.1.2 History of flipped classroom 33

2.1.3 Characteristics 34

2.2 The importance of Flipped classroom 35

2.2.1 The difference between traditional and flipped classroom 35

2.2.1.1 Bloom’s taxonomy 35

2.2.1.2 Thinking skills 37

2.2.2 Advantages 37

2.3 Application flipped classroom to Vietnam school 39

2.3.1 Preparation 39

2.3.2 Models 40

2.3.3 Principles of the flipped classroom 41

2.3.4 Steps to design the flipped classroom 42

2.3.5 Challenge of the flipped classroom approach for Vietnam 44

Conclusion of chapter 2 46

CHAPTER 3: APPLYING THE FLIPPED CLASSROOM FOR TOPIC “COMBINATORICS AND PROBABILITY”, 11th GRADE TEXTBOOK 47

3.1 Teaching contents and structure 47

3.2 Learning outcomes and objectives 48

3.2.1 Combinatorics 48

3.2.2 Probability 51

3.2.3 Skills obtained after learning by Flipped Classroom 52

3.3 Preparation 53

3.3.1 Materials 53

3.3.2 Internet tools 54

3.4 Teaching plan 54

3.4.1 Combinatorics 55

3.4.1.1 Rules of counting 55

3.4.1.2 Permutations- Arrangements- Combinations 61

3.4.1.3 Newton’s binomial 65

3.4.2 Probability 69

3.4.2.1 Experiments and events 69

3.4.2.2 Probability of events 73

Conclusion of chapter 3 78

CONCLUSION 79

REFERENCES 80 APPENDIX

LIST OF FIGURES AND TABLES

Figure 1.1 Basic model of e-learning system (Nguyen Duy Hai, HNUE) 9

Figure 1.2 The relationship between e-learning standards [7] 12

Figure 1.3 Describe the structure of the BL teaching model (Blearning.com) 21

Figure 1.4 Components of BL (Blearning.com) 22

Figure 1.5 Design a b-learning lesson (Norwegian Business School) 26

Figure 2.1 Bloom’s Taxonomy (By the Vanderbilt University Center for Teaching) 36

Figure 2.2 Part flipped design – Clipart MS Word 7/2010 42

Table 3.1 Contents structure of chapter “Combinatorics and Probability” 47

PREFACE

1 Rationale

In the last few decades, when the trend of globalization has developed strongly, the human resources of Vietnam is required to be able to compete with other countries Moreover, 21st Century Skills requires oral and written communication; teamwork and collaboration; applying technology and critical thinking and problem solving, etc., [13] Therefore, education plays a more important role than ever Education not only transmits knowledge as before but must trains a comprehensive human knowledge, capacity In the face of that challenge, reforming comprehensive education is necessary

By oriented development of education innovation, students must be the center of the teaching and learning process, thereby developing the abilities of the students themselves Moreover, with strong development of information technology, students are now easy to access new sources of knowledge (internet, books, media, etc.), not just in textbooks That poses an urgent need for a new teaching method to meet the needs to promote the positive in teaching and learning

In recent years, the Flipped Classroom teaching method has begun to show its effectiveness in schools and universities in the United States of American (USA) Specifically, it is said that the online learning program of this method helps students actively learn new knowledge before the help, guidance promptly of teachers This

is an interesting method and I want to research and apply to a subject in high school

in Vietnam I think Combinatorics and Probability are a close topic, useful in life and are appropriate to apply Flipped classroom to teach Under the guidance of Dr

Nguyen Ngoc Tu, I decided to choose “Flipped Classroom: Theory and

application in teaching “Combinatorics and Probability”, 11 th grade textbook” for

my research

2 Aims of the research

Research the theoretical basis of E-Learning (FL), B-Learning (BL); Flipped Classroom (FC) and apply FC method to “Combinatorics and Probability” to the conditions of Vietnamese education This is to improve the quality and effectiveness of studying mathematics in high school

This research is tend to answer the following questions:

- What is Flipped classroom (definition, history, characteristics, the advantages and disadvantages, applications)?

- Why is it important in teaching?

- How to adapt Flipped classroom in teaching the topic “Combinatorics and Probability”

3 Object and scope of the research

Flipped classroom and apply to “Combinatorics and Probability”, 11th grade Vietnamese textbook

4 Scientific hypothesis

If teachers build and use the FC for the topic "Combinatorics and Probability", it will contribute to improving the quality and effectiveness of teaching this topic in high schools and especially math

5 The main results of the thesis

Tools and the teaching plan “Combinatorics and Probability” by model FC

6 Research methods

The methodology of reasoning

Researching documents and resolutions of the Socialist Republic of Vietnam

on education

Research books, thesis, magazines, etc related to FC and teaching combinatorics and probability

7 Task of the research

Research the FC through EL and BL

Construct teaching plans and tools for teaching the topic "Combinatorics and Probability" by FC model

8 Structure of the thesis

Besides the preface, conclusions and references, the thesis consists of three chapters:

Chapter 1 Introduction

Chapter 2 Flipped classroom

Chapter 3 Applying the flipped classroom for teaching “Combinatorics and Probability”, 11 th grade textbook

CHAPTER 1 INTRODUCTION

1.1 E-learning

1.1.1 Definition the e-learning

EL is an acronym from Electronic Learning

There are a lot of definitions of EL This section given some definitions is stated by corporations, education centers and popular scientists

William Horton defined “E-learning is the use of information and computer technologies to create learning experiences” [16]

MASIE Center stated E-learning as means learning or training to be prepared, transferred and managed using the tools of information technology, media and were made at the local or global

The definition of EL of Lance Dublin is the use of technology to create, offer valuable data, information, learning and knowledge for improving the operation of the organization and development of personal capabilities

The Sun Microsystems stated EL as the study was supported by the transmission or electronic technology EL uses the transmission of many different techniques such as the Internet, television, video tape, the intelligent teaching systems, and computer-based training

By E-learning site, EL is the transfer of activities, processes, and training events and learning through electronic means such as the Internet, intranet, extranet, CD-ROM, videotape, DVD, etc

The definitions of EL are many and different However, all of them have some common points as follows: Based on information and communication technology as network technology, engineering graphics, engineering simulation, computing etc And the effectiveness of EL than a traditional way by EL with interactive multimedia-based, enabling learners to exchange information more easily, as well as providing learning content matches the capabilities and preferences of each person

From these common points, we can define the concept of EL by Compare Infobase Inc: “EL is a term used to describe the learning and training on information technology and communications” [20]

The EL environment requires a very high self-study spirit of learners However, with more and more tools equipped and integrated into the EL system, students can more easily learn by themselves such as a calendar system to remind students to study, take tests, capacity assessment system, or an automated system for designing targeted learning processes

In general, EL is the most advanced and high-tech education solution for agencies that want to automate the training process of their units The use of EL will bring some benefits to traditional education

1.1.2 The history of the e-learning

This section is written primarily based on the documents [6] and [8]

Increasingly, human learning needs are increasing both in quality and amount Many courses open and these classes have different distribution times to fit with each person However, those classes cannot respond to the needs of everyone, especially those who are working and want studies a further course Moreover, Information Technology (IT) is growing strongly; people all over the world have been getting acquainted with computer networks IT development has helped us to build program studies with rich content learning In education and training, they give a new vocabulary, this is EL From now on, we can sit home and take online courses taught by the best teachers, the most experienced in the world

The term “e-learning” has only been in existence since 1999, when the word was first utilized at a CBT (computer-based training) systems seminar [8] Other words also begin to emerge to find an accurate description such as “online learning” and “virtual learning” The principles behind e-learning have been fully documented throughout history and there is even evidence that early forms of e-learning existed since the 19th century

Long before the internet was launched, distance courses were being offered

to provide students with education on particular subjects or skills In 1840, the first distance education course is launched by Sir Isaac Pitman [8] Although at the past there are other courses of the pre-Pitman concept, his concept is similar to distance learning as we know it today His course centred to shorthand Pitman sent

shorthand documents to his students through postcards and they were asked to resubmit for classification and repair Although IT was not developed at the time, it was undeniable that the initial effect of this method brought

In the world, research on EL in education and training has been studied since the 1990s of the century XX The start of EL has been extensively studied in North America and Europe, and then countries in the Asian region are also interested and developed, especially Korea In the late century XX, education and training has received the achievements of Information and Communication Technology (ICT), many studies on teaching and training software based on web technology, online training courses etc have been carried out [6]

In 1924, the first testing machine was invented This device allowed students to tests themselves Then, in 1954, BF Skinner, a Harvard Professor, invented the “teaching machine”, which enabled schools to administer programmed instruction to their students It was not until 1960 however that the first computer based training program was introduced to the world This is PLATO (Programmed Logic for Automated Teaching Operations) Continuous, the first e-learning systems were really only set up to deliver information to students but as we entered the 70s e-learning started to become more interactive [8]

With the born of the computer and internet in the late 20th century, EL tools and delivery methods expanded In the 1980’s, the first MAC (Media Access Control) was born allowed individuals to have computers in their homes, making it easier for them to learn about particular subjects and develop certain skill sets

By the early 90s, some schools had been set up that delivered courses online only Those schools making the most of the internet and bringing education to people who wouldn't previously have been able to attend a college due to geographical or time constraints Businesses began using e-learning to train their workers in the 2000′s

Some EL systems typical of universities around the world:

The EL system of Western Governors University of USA is an online

university founded in 1997 The system activities under the support of many computer and informatics companies such as International Business Machines, America Online, Microsoft …

The EL system of Glasgow University of UK activities under Modular

Object-Oriented Dynamic Learning Environment, one of the most widely used and open source EL software available today

At the same time, there are many studies mentioning the issue of promoting Internet and ICT applications in schools These studies have confirmed that ICT supported learning has certain benefits such as learners can interact with the virtual learning environment, study in their own style and can organize the learning process proactively In addition, there are a number of studies comparing standard learning and learning in the information technology environment The results show that online learning provides and responds to better learners' needs, especially universities education

Studies on EL in teacher training have been researched and developed by some European countries such as:

The teacher training system by IT of Cyprus was built by the Pedagogical

research institute, starting in 2005, ending 2009

The system ePortfolio for teachers of Estonia implemented in the period 2005-2007 ePortfolio describes how to implement teachers' professional standards

through materials and demonstrations for teachers to self-study and develop their careers

Since 2000, most Finland teachers have had basic concepts about IT Finland has developed teacher training with the aim of providing online learning materials

on IT skills in teaching with the system KenGure for teachers of Finland

(2005-2007)

Studies to build EL systems for teacher training in Portugal are program

trainers training to Virtual Learning Communities The purpose of this study is to provide a support framework for teachers and instructors developing capabilities to use and integrate ICT on web technology, following a collaborative approach

In the USA, the government has adopted policies to support EL applied research since the late 1990s According to the American Society for Training and Development statistics, by 2000, 47% of universities and colleges have launched different remote training models that make up 54,000 academic sciences By 2004, there are about 90% of universities and colleges build EL model, the number of participants in the course increases 33% annually in the period 1999-2004 [6]

In Asia, Korea is one of the leading countries in EL application and use EL materials in teacher training By 2003, Korea had 15 universities offer courses based on IT The universities among them are Cyber Korea, Digital Korean and Open Cyber

An event took place of late 2005 marking the development of EL of the Asian On 12/12/2005, the company Devki Informet Systems of India introduced the website EL: http://www.cybertvitions.com/ online training specialist This website is applied globally

In Vietnam, EL has been of interest since the 1990s of the 20th century The most prominent in this period is the company of Informatics Technology School@Net with products for primary school students; manage schools, support teachers to teach some subjects, then, gradually expand to higher education levels This confirms the potential of EL training In recent years, there have been some EL schools in our country and the Faculty of Business Administration of Da Nang University of Economics is considered the first to implement EL training [6]

1.1.3 Characteristics

EL was born and developed thanks to the achievements of ICT and brought enormous benefits, marking a turning point in global education Many educational scientists have pointed out the basic characteristics of EL For example, Priyanka Rasumalla (2018) offers eight characteristics of EL This author mentioned every

EL course is created because there is a learning need and have the support of information technology and satisfy certain requires On that basis, I give three general characteristics of EL as follows:

An EL course is created with a particular audience and its needs

EL is connected to electronic media

The development of EL follows a streamlined process

The EL is based on information and communication technology: network technology, engineering graphics, engineering simulation, computing, etc The effectiveness of EL than a traditional way by EL with base on interactive multimedia, enabling learners to exchange information more easily, as well as providing learning content matches the capabilities and preferences of each person The EL will become an inevitable trend in the knowledge economy Currently, EL

is attracting special attention of the world with many organizations and companies engaged in EL were born

1.1.4 Structure

This section is written primarily based on the documents [6]

The EL system organized from the departments: Distant Learning System, Groupware System and Student Information Service System These parts make the contents: Distant Lecture, Student Management System, Business Management System, Digital Library System and Contents Building Area to operating the EL Besides, this system also exchanges information between schools

The EL use hardware, software and network technologies to create internet lectures or namely Lecture on Demand The internet systems or LAN (Local Area Network) internal networks are used to transmit these lectures by Cyber Space The

EL system can be divided into the following general functional components:

a) Distant Learning System

Content Building and Distant Learning are the main parts of EL This is the process of putting teachers' lectures online The content of lectures designed in the multimedia room according to the lesson plan and additional information from other articles The content of lectures can be changed These lectures can be present by Microsoft Word, PowerPoint, and HTML (Hyper Text Markup Language)…

Distant Learning also supports home study models for EL, to avoid the time and geographical difficulties Learners can study anytime, anywhere by the internet While home study models, the lectures created by E-learning Center and Lectures

on Demand

b) Student Information Service System

Through the internet, lessons in EL are informed and learners can choose lessons for them or register online The learner must conduct all registration procedures Learners must pay tuition fee before accessing the course

Besides, the Student Information Service System also provides functions such as enrollment, subject registration, graduation certificate and many other

issues

c) Contents Building Area, Create multiple choice questions and Digital Library System

All of the data of Multimedia Content and all other information in the lecture are managed on in an electronic library After completing the lesson design, creating test questions, they will be written to disk CD-ROM (Compact Disc-Read-Only Memory) or Multimedia Data for storage purposes for the library The Digital Content in lesson stored in the form TEXT, PDF (Portable Document Format), HTML, and XML (Extensible Markup Language)…

d) Groupware

The system Groupware provides the ability to organize group discussions to enhance the efficiency of EL system activities Groupware supports the work of guiding information exchange between professors and learners in the system EL The system provides information through notice boards, discussion rooms for lectures, letters and voice chat All of them provide the ability to closely discuss groups between learners and teachers

The system Groupware provides email, chat, manages personal information, manage timetable and teaching

The relationship of the basic components of the structure of the EL system is also shown through the model following:

Figure 1.1 Basic model of e-learning system (Nguyen Duy Hai, HNUE)

In the above model, teachers try to build courseware in the most detailed way

so that this courseware can replace teachers interacting with learners via the internet and computer screen

This courseware is built through the Authoring tool After completing the courseware, teachers must pack their products according to SCORM standards Next, the courseware will be uploaded to the LMS system and distributed to learners through LMS (These standards will be discussed later)

Because it is difficult to define the level, experience, approach etc of the learners so the teacher must still appear on the LMS to assist the learner in the learning process through quality, forum exchange, design exercises to enhance learners' comprehension

1.1.5 Classification

EL comes in many forms as following [5]:

EL 1.0 (1993-2000): study in a static web format, without many interactive tools, called "electronic learning materials"

EL 2.0 (2000-2010): study in the text, video, forum, email etc

EL 3.0 (2010-now): flexible content, learning in the form of simulations, interacting through videoconference, virtual reality etc

EL 4.0 (now): provide more smart support such as track history and analyze learner behavior; smart device; personalize learners and learning content use game

The above classification is based on the time periods and development stages

of EL tools during that time We are currently in EL 4.0 and feel the tremendous explosion of ICT The near future promises global education will grow even more and there are many EL classifications appear

1.1.6 Standards

This section is based on [7] and [8]

According to International Organization for Standardization standard can be defined as “documents agreements containing technical specifications or other precise criteria to be used consistently as rule, guidelines, or definitions of characteristics, to ensure that materials, products, presses and services are fit for their purpose”

From the development and use of a standard, there are four major advantages arising (specifically in the field of EL):

Durability- when system software change, no need for modification as versions

Interoperability- operability across a wide variety of hardware, open systems, web browsers and Learning Management Systems

Accessibility- planning and tracking on demand

Reusability- possible modification and use by many different development tools

The first standard is SCORM (Sharable Content Object Reference Model) In

1997, the Advanced Distributed Learning (ADL) is built by the Department of Defense, It is a USA government sponsored organization that investigates and develops specifications to encourage the adoption and advancement of EL The purpose of the ADL is to ensure access to high-quality education and training materials The most widely accept ADL publication is the ADL SCORM

The SCORM is a collection of standards and specifications for web-based electronic educational technology (also called EL) It defines communications between client side content and a host system (called "the run-time environment"), which is commonly supported by a learning management system

The SCORM has been developed through many editions The editions are getting more and more complete, the following edition offers many new features compared to the previous edition, confirm the sustainability of SCORM

The second standard is IMS (Instructional Management Systems Global

Consortium) The IMS is an international USA association of vendors’ universities

and implementers who focus on the development of XML-based specifications for learning resources These specifications describe the key characteristics of courses, lessons, assessments, learners and groups

The third standard is IEEE-LOM The IEEE (Institute for Electrical and

Electronics Engineers) is an international organization that develops technical standards and recommendations in technical areas ranging from computer engineering, biomedical technology and telecommunications, to electric power, aerospace engineering and consumer electronics, among others, IEEE LTSC

(Learning Technology Standard Committee) developed the homonymous standard for learning material

The most widely acknowledged IEEE LTSC specification is Learning Object Metadata (LOM) specification, which describes learning resources, The IEEE LOM standard has been approved in June 2002 Both IMS and ADL SCORM use the LOM elements and structures in their specifications

Continuously, The Dublin Core Metadata Initiative (DCMI) is an

organization dedicated to promoting the adoption of interoperable metadata standards It develops metadata vocabularies

ARIADNE Foundation is a no-profit Association and is involved in work related to technical specifications, most notably in the area of metadata They

created the standard Ariadne Metadata

Created in 1988, the AICC (Aviation Industry CBT Committee) is an

international group of technology-based training professionals They create CBT- related guidelines for the aviation industry They publish a variety of recommendations and Computer Managed Instruction (CMI) guidelines The AICC’s mission is to provide and promote information, guidelines and standards that result in the effective implementation of Computer-Based Training and Web-Based Training

Towards comparison of standards

• SCORM metadata include IMS metadata and LOM metadata

• IMS metadata include LOM and DUBLIN CORE metadata

Figure 1.2 The relationship between e-learning standards [7]

1.1.7 Steps to design the system e-learning

There are some steps that all the EL development process must undergo This section will get to learn seven of the common steps that should apply in every EL content management system In this section is written based on [5]

Step 1: Analysis

It is usually the first step when it comes to the EL development process This analysis can from a simple interview, more in-depth data collection methods that include looking at past training, desired results and the current state of your learners Because now you know what your learners actually need, versus just guessing or assuming, the results of this analysis become your plan for design and what you hope to get them to achieve Once you take up the course, pay attention to the kind of tasks that are meant to be accomplished Based on that information, a proper instructional strategy is created to be able to come up with an excellent way

of presenting the content

Step 2: Creating the Instructional Design Document (IDD)

The IDD is a high-quality plan of the whole instructional approach of the course Some of the most common procedures at this stage include solving problems, scenarios, and avatars In this stage, it is also decided how the content will be broken down-whether it will be into courses, screens, or even modules In a situation whereby several courses are supposed to be created, each course has to be created using a unique Instructional Design strategy In this stage, you should be done with all the visual and instructional elements Therefore, your web designers should be well-informed before they begin the job

Step 3: Scripting

In this stage, the content to be used for each course is finalized and divided into modules Then, the content to be used on each screen is decided The document used for scripting is usually a word document, but a PowerPoint presentation also works well

Step 4: Prototype Development

In this stage, you are presenting the whole course using a few slides The content on the screen and audio are finalized All decisions that are based on the presentation of the content on the screen, interactivities to be applied, colors,

images, and animations are all finalized at this point During this stage, there is a lot

of writing, rewriting, and revisions that are actually taking place The prototype should be working on the EL content management system Finally, it is essential to ensure that your web development team has done enough research on the popular CMS available in today’s market For better reference, this article shows a great comparison of the most popular CMS

Step 5: Developing the Course without Including Audio

In this stage, a practical course without audio is submitted to the stakeholders The stakeholders are allowed to make changes to the content and narration Once it is approved, the next step of creating audio begins It is very costly to create an audio file and then recreates it with any iteration Therefore, the audio file is created only when the audio script is final

Step 6: Developing the Course with Audio

The moment the audio script is final, the final course is sent to the stakeholders for approval The quality of the audio and pronunciation are essential and have to be perfect The audio developed has to be in sync with onscreen text and animations

Step 7: Creating the Learning Management System Version

The first 6 stages in this article are mainly creative The final stage, which is the creation of the Learning Management System version, is more mechanical and technical The stakeholders have the responsibility of checking if the course is AICC/SCORM compliant Once it is compliant, it is ready to be hosted on the learning platform and go live The technical team is in charge of doing that

The main reason why all the stages mentioned in this article are followed to the letter by eLearning companies is that of the stakeholders Since the stakeholders are involved in all the stages, the development team has to seek approval from them

to proceed to the next stage At the end of the whole process, learners get a course that helps them get quality and learn easily

1.1.8 Advantages and disadvantages

1.18.1 Advantages

The soft skill, a leading provider of online learning solutions in the United States, believes that EL has preeminent features such as courses with relevant

content and up-to-date, convenient access for students many courses and can study content everywhere, quickly gathering content to support the fastest delivery of teaching and learning, the ability to provide learning to students around the world in language and their ability to monitor, report and measure learning outcomes EL offers eight most common benefits as following:

The first advantage is less expensive With the development of the Internet,

most business areas are beneficial in building price policies for their customers, and

EL services are no exception Accordingly, the course cost will be reduced significantly

The second benefit is self-directed The online course is a service, you can

orient yourself, by choosing the course that best suits your level, interests, goals, or

a company may require the company provide online learning services designed for your course, oriented or according to employee knowledge needs

The third is self-paced As an online learner, you can adjust the pace of your

course yourself, which means you can learn slowly or quickly by the time you arrange yourself or your ability to absorb your knowledge

The fourth, the flexibility of an online course is clear because of the nature of

the Internet, the foundation of technology for online learning is flexible From registration to completion, you can study according to the timetable you plan No restraint by class time and space even though you're still in a "virtual" classroom Flexibility also manifests itself in "self-directed" and "self-paced" as described above

The fifth, because most curriculum and materials are developed and included

in the curriculum to be reviewed and posted online from the beginning, the

curriculum and materials of the online courses are highly consistent

Continuous, learn online you can interact and collaborate with many people

at the same time You can also work with friends in the online study group to discuss and do homework Today, the interaction and collaborate on the internet is popular through forums, blogs, Facebook, etc

Besides, online learning helps students and individuals not only save costs

but also meet their needs That is efficient of EL

Finally, Technology-based of EL services are the internet, so access is easy You can reach and learn anywhere This is also the convenience EL

Specifically, this form of training brings significant benefits to learners, teachers and training providers:

For teachers

Teachers can provide materials from anywhere and at any time;

Save time and travel costs;

Can update and change content easy;

Quick access to information about learners and classes;

Monitor the learning progress of each learner…

For learners: EL gives learners an effective and convenient way to learn skills and knowledge

Learners can learn with the best teachers and the newest materials;

Can exchange information related to the lesson at any time;

Shorter training sessions, learners can quickly learn the knowledge and skills they need;

Learners control the learning process;

Learners can get immediate feedback;

Learners are treated fairly;

Learners trained computer skills and skills exploit information on the internet This improves discipline, increase students' self-study ability;

Training adheres to individual needs and preferences;

Training in accordance with unusual plans

For training organizations and training providers: EL helps them to operate more effectively, train effectively and improve their position in the organizations they serve

EL provides new opportunities for training organizations;

Reduce training costs;

Help train individual learners;

Operation in implementing training content;

Make training on class livelier

1.1.8.2 Disadvantages

Besides the above advantages, EL also has some disadvantages as follows:

The first, we must have appropriate technical equipment, this requires a large initial investment EL is a learning way that requires IT equipment and

internet Certainly, students and teachers who want to participate in EL need to spend no small amount of investment, not to mention incidents that may occur during the learning process This is also the most visible obstacle preventing us approach this method

The second, Learners must be qualified to work with computers and the internet The level of IT use of teachers and students is still limited Even with

training, it takes a while to adapt This makes them impatient

The third, The EL system requires a lot of effort from teachers and students

Teachers must be missing many times to prepare documents; the conversion between different types of documents to suit EL takes time; Learners must make more efforts to understand online-style lectures with a completely different way of traditional teaching Students and teachers who work mainly with computers are also very tired, of course, there must be more motivation

The fourth, EL limits communication because the interaction is poor When

participating in EL learning, teachers will put their lectures on the learning system and learners only need to work with these materials Obviously, they were unable to communicate well with teachers and friends They also cannot get timely feedback This not only creates an isolated learning environment but also leads to burdens for teachers when they have to create extremely good lectures

The finally, the environment can be dispersed Learning through IT is just

one of many ways to use the internet of people In an open environment like the internet, there are many temptations to distract users such as social networks, games, websites etc This is also a worry for parents when they let their children learn in system EL

EL is a great solution for learners in today's digital, but it is not perfect with some above disadvantages Over thousands of years of learning, in education, we still cannot deny face-to-face (F2F) traditional teaching has some advantages that

EL does not have that, for example, systematic and logic… Each teaching method

has different advantages and disadvantages and no method is best In the direction

of natural thinking, "why don't we combine both advantages of the two methods and overcome the disadvantages of them to make the method better'' And blended learning was born from combination F2F and EL

1.2 B-learning

1.2.1 Definition the b-learning

Blended Learning or B-learning start to word "blend" to indicate a very flexible form of teaching methods It is a combination of various forms of teaching organization This is a fairly popular form of learning in the world There are a lot

of definitions of B, however, I give some definitions of document [11], [21]:

Khandve P V & Dr Shelke M E (2016) defined “Blended learning method refers to “mixing of different learning environments”

Dziuban, Hartman and Moskal (2004) in a research brief for educate titled

“Blended Learning” quoted that “Blended learning should be viewed as a pedagogical approach at combines the effectiveness and socialization opportunities

of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities”

“Blended Learning is a combine teaching procedure” This is definition of Bersin &Associates, 2003; Orey, 2002a, 2002b; Singh &Reed, 2001 & Thomson,

By Alvarez (2005), “Blended learning is a combination of training media such as technology, activities and types of events to create optimal program training for anyone”

In this thesis, I chose way definition by Victoria L Tino: “Blended learning refers to learning models that combine traditional classroom practice with EL solutions” [22]

From above definitions we may see that Blended Learning is a redesign of the teaching models with the following characteristics: (i) From lecture - to student-centered instruction in which students become active and interactive learners; (ii) Increases in the interaction between student- instructor, student-student, student-content, and student-outside resources; (iii) Integrated formative and summative

assessment mechanisms for students and instructor Today, the term “blended learning” has evolved and it mean the integration of classroom learning with online

or EL

1.2.2 The history of the b-learning

This section is written based on an article of Chiristopher Pappas posted in the eLearning INDUSTRY (2015) and [21]:

In 1840, the first distance education course is launched by Sir Isaac Pitman Although at the past there are other courses of the pre-Pitman concept, his concept

is similar to distance learning as we know it today His course centred to shorthand Pitman sent shorthand documents to his students through postcards and they were asked to resubmit for classification and repair Although IT was not developed at the time, it was undeniable that the initial effect of this method brought

From 1960 to 1970, modern computer-based training can be traced from minicomputers and mainframes This is the first time training can be deployed for a multitude of students in an organization that do not depend on printed materials and direct instruction People can simply log in to the terminal based on their character

to access information One of the most notable systems is Plato, developed by Control Data and the University of Illinois in 1963 In fact, Plato still exists today

From 1970 to 1980, in the blended learning timeline, companies start using video networks to train their employees This makes the training experience more interactive and attractive Think of it as a precursor to webinars and video conferences One of the most successful satellite-based training case studies is Stanford University's interactive television network Stanford has devoted resources

to their video network in this year so that professors can organize classes at multiple locations throughout SF and it is still active today

From 1980 to 1990, Schools and organizations began using CD-ROMs to deliver more interactive learning experiences, such as those that feature video and sound This delivery format could hold larger quantities of information, which made them ideally suited for distance learning The first LMS were introduced, though they did not offer the same functionality as the solutions available today

In 1998, combined learning and EL in general have seen rapid change in the past two decades, starting in 1998 with the first generation of web-based tutorials Computers are no longer just for organizations and a few rich people, but for the

majority Then the computer begins to provide greater interoperability Instead of distributing CD-ROMs to learners, organizations can simply upload documents, evaluate eLearning via the web and learners can access them with one click

2000 until today, Technology is changing rapidly and more and more organizations and private learning organizations are beginning to see the benefits of integrated learning From interactive classroom scripts to webinars and online tutorials, learners now have a variety of technology tools and applications at their disposal Gradually, the combination of direct instruction and technology-based learning is creating new and creative ways to enrich the educational experience and make learning fun, exciting and even more beneficial

In Vietnam, BL is also a new concept, not much researched Assoc Prof Nguyen Van Hien experimented with skills training in ICT in teaching biological for students by combine class teaching and online This can be considered an example of BL at the university level in Vietnam

1.2.3 Structure

Figure 1.3 Describe the structure of the BL teaching model (Blearning.com)

According to the concept of BL, we can generalize the structure of this teaching model including two main components: traditional teaching and online teaching

Although, there are a number of different points of view that the structural components of BL include many different factors basically BL is still based on two main factors According to the theory of Keller, Gagné, Bloom, Merrill, Crark and Gery, the structure of BL consists of 5 main components [11] namely:

Figure 1.4 Components of BL (Blearning.com)

(1) Live Event: The learning form has the guidance of the teacher and all

students focus at a time

(2) Self-Paced Learning: The form of learning is based on the student's

experience, students complete the content themselves according to their ability and time, such as the learning process with the help of computers and software in the disk CD or Internet-based

(3) Collaboration: This is understood as the environment in which students

communicate with each other or students communicate with the teacher through e-mail, discussion by topic or online conversation

(4) Assessment: Assessment can be done before the student’s self-study or

participate in classes to determine initial abilities The assessment can also be done according to the schedule of the lesson or follow the online events to assess the ability of students to absorb

(5) Performance Support Materials: References to maintain self-study and

improve receptive ability through documents in PDF, Word, PowerPoint

Students are provided with opportunities to interact with staff;

Students are provided with appropriate learning support;

Students are supported in their use of educational technology;

Students are supported to navigate and achieve career success as lifelong learners;

Students are directed to support services”

There may be many other principles for a b-learning class, but in this thesis, I focus student-centred pedagogical principles and the appropriate selection of ICT technologies to enhance the student learning experience with four principles based

on [10] as follow:

Principle 1: Design is driven by principles of learner-centred pedagogy

Teachers designing learning plans need to focus on motivation and activities of students such that those help students more proactive, improve learning efficiency and improve themself-study ability Examples, teachers can flexibly organize of class depending on lessons such as teamwork, experiment, fieldwork…

Principle 2: Assessment activities and feedback processes are blended In

addition to evaluating students in class as traditional teaching, teachers can completely create tests out of class with many online tools

Principle 3: Student interaction and engagement are facilitated by online communication and networking channels With features of online tools, students

can connect with teachers, with other students This makes your class unimpeded by poor interaction- a disadvantage of e-learning

Principle 4: Students have access to a range of quality resources and supports Sure to use online tools to assign tasks outside the classroom to students

always need the guidance of teacher and materials Resources on the internet are great; teachers should exploit and select these resources to provide students with quality references

The above four principles will help you control a proper and effective BL class

1.2.5 Models of the b-learning

Meeting the diverse needs of each student is always a challenge for teachers With only a few minutes in a class or very little time in a day, teachers have struggled to provide students about knowledge and skills, even when using all learning methods Adding online learning experiences to F2F delivery has been one solution to these struggles Educators have developed 6 models for blended learning

based on their unique student populations There are 6 models of Blended Learning

as follows [23]:

(1) The Face-To-Face Driver Model

This model works best for a variety of classes, in which students operate at different levels In general, only a few students will participate in online learning components This prevents boredom by providing suitable challenges for high-capable students

Students at the higher level are provided with appropriate skills remediation

to accelerate their learning And the beauty of online learning for these kids is that they can practice all the necessary skills and develop their own techniques to improve their memory when it comes to maintaining content

(2) The Rotation Model

This is really just a variation of the learning model that teachers have been using for years This model seems to be most popular in the following environments: elementary classrooms in which teachers have already used and are comfortable with traditional learning stations; elementary classrooms in which students can be divided based upon skill levels in reading and math Thus, students who are performing well in math but not in reading may have met their teachers for reading before rotating to the online learning stations for math Teachers are able to give struggling students more individual assistance based on their needs

(3) The Flex Model

This model depends very much on online teaching, with teachers acting as instructors rather than providing the main guide This model seems to be the most used and most successful in the following environments: alternative environments

in which most students go through cans Traditional classroom settings are often unsuccessful for these students; alternative environments in which students participate in work-study programs

(4) Online Lab School Model

This model involves students travelling to and attending a school with total online educational delivery for entire courses This is a good option in the following circumstances: secondary students who need the flexibility of schedule due to other responsibilities; secondary students who choose this option in order to progress at a

faster rate than they would in a traditional school setting; students who need to move at a slower pace than traditional classrooms provide; overcrowded classrooms

or schools without enough teachers

This model eases classroom size issues

(5) Self-Blend Model

This model allows courses beyond being offered in a traditional environment

at a specific school or district Students enroll in courses to complement their regular academic programs This model is particularly beneficial in the following cases:

A course not offered by the school can be taken by a student

Students want to speed up learning

Students are highly motivated and completely independent learners

(6) The Online Driver Model

This model is in stark contrast to the traditional face-to-face teaching environment Students work from remote locations and receive all their guides through online platforms The model works well for the following students:

Students have chronic illnesses/ disabilities, who find it difficult to go to school

Students have other jobs or obligations that require flexibility for online at the hour school that traditional schools do not work

Students who are highly motivated and want to progress much faster will be allowed in a traditional school environment

While many "traditional" teachers can resist blending learning environments, this trend will not disappear Students are digital-oriented, understand the potential for success that integrated learning can bring to them and are excited about the opportunities that blended learning brings to them

1.2.6 Steps to design the system BL

By blended learning course design, Norwegian Business School “Blended learning is understood as the use of both online activities and face-to-face activities

in a course You can “blend” by adding online elements to a course, replacing

lectures with online elements or planning the course from scratch, including both online and face-to-face activities where it is suitable” [19]

Figure 1.5 Design a b-learning lesson (Norwegian Business School)

Link building in teaching is used to support students' deeper learning This model aligns what will be learned, the process of teaching and how the outcomes will be assessed

In step three teaching and learning activities are designed and planned in order to support the learning outcomes and the assessment tasks The aim is to vary and combine different activities; in the classroom, before and after the class, and throughout the semester

Step 1: Definition Learning Outcomes

Bloom’s taxonomy is a useful tool when developing learning outcomes The teacher should correctly and properly identify the materials for the student in accordance with each time of face to face or online learning In online learning, teachers of curriculum design follow the above-mentioned standards

Step 2: Deciding on course assessments

The assessment of student achievement can be done in a traditional classroom or online classroom The teacher builds the sets of multiple choice questions or essays that can classify students by Bloom’s taxonomy

Step 3: Planning teaching and learning activities

In this step, teachers are able to use active teaching methods, IT to create the best learning environment for students Below you find some questions that can help you plan teaching and learning activities for them to support student’s different learning needs, stimulate deeper development study and attract students to actively study

Examples of active learning elements to use in and between classroom lecture:

Activity: Buzz groups, One minute paper, Muddiest point, Mind mapping… Tools: Padlet, Kahoot, Todaysmeet, Mentimeter…

Building a BL system is similar to building an EL system, but it is not limited by difficult activities to be carried out online Combined education is increasingly asserting it is a method of learning the current trend

1.2.7 Advantages and Disadvantages

1.2.7.1 Advantages

BL is clearly much more effective than traditional and completely online classes mentioned by many educators This is represented by the advantages following:

The first, BL given us many larger groups With BL, you are able to manage

to learn in large groups The first part is teaching the class, and after that, providing the students with learning material and assignments so they can work on their own During this time you can do less work or relax This is one of the main benefits of blended learning

The second advantage is set your own pace It may be difficult with your time management, if you are a working who wants to take a course along with your regular job With blended learning, you can proactive about decide when you are going to study

The third, blended learning also has the potential to reduce educational expenses E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets

Finally, the BL class is just fun From elementary school to university students and employees taking company training, blended learning has proven to be more engaging than traditional learning for most participants

By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which free teachers up to circulate and support individual students who may need individualized attention

Student activities are guided self-study activities, students actively participate in activities in a real and online class

A learning management system, or federation of systems, helps develop a better feel for an online community where discussions can be held to better aid students

The advantages of blended learning are dependent on the quality of the programs being implemented Some indicators of excellent blended learning programs are “facilitating student learning, communicating ideas effectively, demonstrating an interest in learning, organizing effectively, showing respect for students, and assessing progress fairly”

1.2.7.2 Disadvantages

With a blended learning model, teachers will have to work very hard and students have to update with change That is the challenge of this model for ET It is shown through some disadvantages following:

The first disadvantage is lack of motivation Not every blended learning model is applicable to every age category, school or organization Depending on how it’s set up, utilizing blended learning can diminish the motivation of your participants

The second, basic technology knowledge of all students is unqualified

Your students will get annoyed if they do not know how to access the learning content or use the devices If they have to focus on a new system and on learning something new, it might cause a cognitive overload

Finally the problem is plagiarism and credibility problem The student is hard to resist the temptation of looking up things on the web while learning from a computer or smartphone

Blended learning is a combined between traditional (F2F) learning methods and modern (online) ones Strictly traditional classroom settings are giving room to new technologies We cannot say that a blended learning approach is better But there are many advantages of it make it is considered

Conclusion of chapter 1

This chapter presents theories, basic characteristics, advantages and disadvantages of EL and BL In conclusion, EL was invented because the inevitability of IT is becoming the current trend Online teaching has changed the approaches to content in training There has been an increasing interest in e-learning

in teacher training at universities during the last years With the developing technology, educational methods have differed as well as many other processes However, it has some shortcomings, so the creation of BL has overcome most of these shortcomings It is a combination of traditional teaching method and online method Using IT, students can learn independently and search for any document they need Hence, I choose one of the BL active teaching methods to study in chapter 2 It is called Flipped classroom

CHAPTER 2 FLIPPED CLASSROOM

Recently, ICT and infrastructural developments posit flipped classroom approaches to explore at all levels of formal education The Flipped classroom allows students to use technology to access lectures and other instructional resources outside the classroom so that they can participate active learning during the in-class time Scholars and educators have reported a series of a flipped class results The purpose of this chapter is to provide an assessment of the flip class method by summarizing the findings and guidelines The results of this research show direction of flipped class research in recent years and the most popular technologies, subject domains, methods of assessment and pedagogical design In addition, my research shows the benefits and challenges of applying flipped classroom in the given classroom The final findings will allow us to formulate best practices and a unified framework to support educators who want to apply this teaching method

2.1 Introduction to the Flipped classroom

In a given course, students cycle through a fixed schedule between direct practice with teachers or classroom projects during the standard day and content distribution and online tutorials from a remote place after school Providing content and instruction are online; the difference in flipped class is students study new lesson online and practice in class The Flipped Classroom is blended learning because the model allows students to choose the place and time they receive content and tutorials online

2.1.1 Definition the flipped classroom

This section is mainly based on [14]

According to the traditional teaching method, the duration of a lesson will focus on the teachers teaching knowledge to students and the application of students' knowledge becomes their home assignment But reality proves to be a traditional teaching method that does not have enough time for teachers and FC is a solution The concept of Flipped Classroom (FC) has been rekindled since 1993 (by Alison King), so far there have been many concepts about it, so I will offer you some defines: