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 A Systematic Style-Based Blended Teaching for Compentence Enhancement of Lecturers in the COVID-19 Pandemic Sitution: A Case Study for Teaching in Higher Education
Tác giả hoặc Nhóm tác giả: Hung V Tran, Thanh Chi Phan, Loc Hoang Phuoc, Huy Thanh Le, Tien M. Phan, Hung T. Thai
Nơi đăng: Turkish Journal of Computer and Mathematics Education; Số: Vol.12 No. 11(2021);Từ->đến trang: 4394- 4408;Năm: 2021
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Currently, the global Covid-19 epidemic has been having an impact on the trend of the organization and implementation training activities of higher education. Blended teaching and building a systematic Style-Based Blended teaching model still have certain limitations for teachers. This study has surveyed and evaluated the results of implementing systematic Style-Based Blended teaching model with 135 lecturers from universities in Vietnam from the academic year 2019 - 2020. This study used a combination of qualitative and quantitative methods, the parameters of this research results were verified through evaluating the applied results before and after implementing systematic Style-Based Blended teaching model in teaching at experimental universities. Research results with this Blended teaching model present evidence in implementing and developing a systematic StyleBased Blended teaching model with effective effects on improving teaching performance of teachers, contributing to improve the quality of teaching in higher education.
ABSTRACT
Currently, the global Covid-19 epidemic has been having an impact on the trend of the organization and implementation training activities of higher education. Blended teaching and building a systematic Style-Based Blended teaching model still have certain limitations for teachers. This study has surveyed and evaluated the results of implementing systematic Style-Based Blended teaching model with 135 lecturers from universities in Vietnam from the academic year 2019 - 2020. This study used a combination of qualitative and quantitative methods, the parameters of this research results were verified through evaluating the applied results before and after implementing systematic Style-Based Blended teaching model in teaching at experimental universities. Research results with this Blended teaching model present evidence in implementing and developing a systematic StyleBased Blended teaching model with effective effects on improving teaching performance of teachers, contributing to improve the quality of teaching in higher education.
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