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http://hdl.handle.net/ULIS_123456789/2140
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Trường DC | Giá trị | Ngôn ngữ |
---|---|---|
dc.contributor.advisor | Khoa Anh, Việt | - |
dc.contributor.author | Nguyễn, Khánh Linh | - |
dc.date.accessioned | 2019-07-08T03:39:10Z | - |
dc.date.available | 2019-07-08T03:39:10Z | - |
dc.date.issued | 2019-06 | - |
dc.identifier.uri | http://hdl.handle.net/ULIS_123456789/2140 | - |
dc.description.abstract | ABSTRACT Recent advances in Information and Technology Communication has prompted significant changes in the domain of education, particularly the rise of online learning. In early 2018, University of Languages and International Studies (ULIS), Vietnam National University started implementing several web-based courses on a Learning Management System, in an attempt to encourage the development of online learning at the university. But are ULIS students ready for this particular mode of teaching? The aim of this study is to investigate the level of readiness for online learning of students at Faculty of English Language Teacher Education, ULIS so that both course instructors and potential course participants would be able to identify difficulties that they might encounter in the novel virtual teaching and learning environment. The data collection process was divided into two phases: closed-ended questionnaire and semi-structured interviews afterwards. The number of participants in the former phase was 363 students in total, with 132 first year students and 153 second year students. The instrument of the survey was Online Learning Readiness Scale developed by Hung Chou, Chen & Own (2010). The latter phase consisted of 8 participants: 4 freshmen and 4 sophomores. The final results indicated that university students from both academic years possessed relatively high levels of online readiness, yet the second year student participants had a slightly higher level of readiness than first year participants. Therefore, the implementation of LMS was probably more suitable for sophomore ones. Further analyses presented an urgent need for creating a comfortable online community as well as for an addition of online course orientation to enhance learners’ e-learning experiences. | vi |
dc.description.tableofcontents | TABLE OF CONTENTS List of abbreviations i List of tables ii CHAPTER 1: INTRODUCTION 1.1. Background of the study 1 1.2. Statement of research problem and questions 2 1.3. Significance 4 1.4. Organization of the study 5 CHAPTER 2: LITERATURE REVIEW 2.1. Distance education 2.1.1. Definition 7 2.1.2. The history of distance education 8 2.1.3. Factors of successful distance education 9 2.1.3. Online learning system at ULIS 11 2.2. Dimensions of OLRL (Online Learning Readiness Level) 2.2.1. Dimensions of OLRL in previous research 13 2.2.2. Dimensions of OLRL in this study 15 CHAPTER 3: METHODOLOGY 3.1. Research design 23 3.2. Sampling 24 3.3. Data collection 3.3.1. Data collection instrument 26 3.3.2. Data collection procedure 26 3.4. Data analysis 27 CHAPTER 4: FINDINGS AND DISCUSSION 4.1. Findings from close-ended questionnaire responses 29 4.2. Findings from semi-structured interviews 36 CHAPTER 5: CONCLUSION 5.1. Summary of the findings 42 5.2. Implications 42 5.3. Limitations and recommendations for further research 43 References 45 Appendices 52 | vi |
dc.language.iso | en | vi |
dc.publisher | Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội | vi |
dc.subject | : distance education, online courses, online learning readiness level. | vi |
dc.title | ONLINE LEARNING READINESS LEVEL OF FIRST AND SECOND YEAR STUDENTS AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, UNIVETSITY OF LANGUAGES AND INTERNATIONAL STUDIES | vi |
dc.title.alternative | MỨC ĐỘ SẴN SÀNG CHO VIỆC HỌC TRỰC TUYẾN CỦA SINH VIÊN NĂM NHẤT VÀ NĂM HAI, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ | vi |
dc.type | Other | vi |
Bộ sưu tập: | Khóa luận tốt nghiệp |
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