Exploring Teachers’ Perspectives on Adaptive Learning in Undergraduate Programs, Vietnam National University, Hanoi
DOI:
https://doi.org/10.54855/ijte.24437Keywords:
adaptive learning, adaptive education, perspective, undergraduate programsAbstract
This study addresses the growing trend of adaptive learning in higher education, focusing on the under-explored area of faculty perspectives at Vietnam National University, Hanoi (VNU). The research aims to understand how 68 instructors perceive and implement adaptive learning in undergraduate programs. Conducted within the context of VNU, the study employs a mixed-methods approach: quantitative data collected through survey questionnaires and qualitative insights gained from semi-structured interviews. The results reveal diverse attitudes among instructors, highlighting varying levels of comfort and familiarity with adaptive learning strategies. Key findings suggest a need for targeted support and discourse to enhance the implementation of adaptive learning. This study contributes to the ongoing discourse by providing practical recommendations for improving adaptive learning at VNU, ultimately aiming to elevate the educational experience for both students and faculty.References
Alqahtani, R., Kaliappen, N., & Alqahtani, M. (2021). A review of the quality of adaptive learning tools over non-adaptive learning tools. International Journal for Quality Research, 15(1), 45-72. DOI: 10.24874/IJQR15.01-03. DOI: https://doi.org/10.24874/IJQR15.01-03
Bonavita, M., & Laloyaux, P. (2020). Machine learning for model error inference and correction. Journal of Advances in Modeling Earth Systems, 12(12), e2020MS002232. https://doi.org/10.1029/2020MS002232. DOI: https://doi.org/10.1029/2020MS002232
Bray, N. R. (2017). Faculty perceptions of implementing adaptive learning: A case study. Electronic Theses and Dissertations. University of Memphis Digital Commons. https://digitalcommons.memphis.edu/etd/1688
Bui, T. D., Dang, T. T. H., Vuong, Q. A., Do, T. H., & Nguyen, T. T. (2022). Nghiên cứu đề xuất mô hình giáo dục thích ứng cho giáo dục phổ thông Việt Nam. Tạp chí Khoa học giáo dục Việt Nam, 18(2), 14-22. https://doi.org/10.15625/2615-8957/12220203
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability. https://doi.org/10.1016/j.geosus.2020.05.001 DOI: https://doi.org/10.1016/j.geosus.2020.05.001
Cavanagh, T., Chen, B., Lahcen, R. A. M., & Paradiso, J. R. (2020). Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner's perspective. International Review of Research in Open and Distributed Learning, 21(1), 173-197. https://doi.org/10.24874/IJQR15.01-03 DOI: https://doi.org/10.19173/irrodl.v21i1.4557
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute. http://learningpolicyinstitute.org/product/restarting-reinventing-school-covid.
Dinh, T. H. (2023). Exploring EFL university lecturers’ perceptions of benefits and challenges of using Audio-visual Aids. International Journal of Language Instruction, 2(4), 43–53. https://doi.org/10.54855/ijli.23243 DOI: https://doi.org/10.54855/ijli.23243
Forsyth, R., & Ponce de Leon, P. (2001). Adaptive learning systems: A review and analysis. Educational Technology Publications, 35(2), 5-27. https://doi.org/10.1017/CBO9781139049580.004 DOI: https://doi.org/10.1017/CBO9781139049580.004
Gransden, C., Hindmarsh, M., Le, N. C., & Nguyen, T. H. (2024). Adaptive learning through technology: A technical review and implementation. Higher Education, Skills and Work-Based Learning, 14(2), 409-417. https://doi.org/10.1108/HESWBL-05-2023-0121 DOI: https://doi.org/10.1108/HESWBL-05-2023-0121
Huynh, N. (2022). Teachers’ Perceptions on Questioning Strategies at Pre-Speaking Stage in EFL Classroom Interaction – A Case of a University of Mekong Delta. International Journal of Language Instruction, 1(1), 53–64. https://doi.org/10.54855/ijli.22116 DOI: https://doi.org/10.54855/ijli.22116
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary school teachers’ perceptions of digital technology based learning in the 21st century: Promoting digital technology as the proponent of learning tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1-18. https://doi.org/10.24235/al.ibtida.snj.v7i1.6088 DOI: https://doi.org/10.24235/al.ibtida.snj.v7i1.6088
Kaplan-Rakowski, R., & Gruber, A. (2021). One-on-one foreign language speaking practice in high-immersion virtual reality. In Contextual language learning: Real language learning on the continuum from virtuality to reality (pp. 187-202). Springer Singapore. DOI: https://doi.org/10.1007/978-981-16-3416-1_9
Kim, J., & Maloney, E. J. (2020). Learning innovation and the future of higher education. Johns Hopkins University Press. DOI: https://doi.org/10.1353/book.71965
Lepper, M. R., & Malone, T. W. (2021). Intrinsic motivation and instructional effectiveness in computer-based education. In Aptitude, learning, and instruction (pp. 255-286). Routledge.
Liu, M., Kang, J., Zou, W. T., Lee, H., Pan, Z. L., & Corliss, S. (2017). Using data to understand how to better design adaptive learning. Technology, Knowledge, and Learning, 22(3), 271-298. https://doi.org/10.1007/s10758-017-9326-z DOI: https://doi.org/10.1007/s10758-017-9326-z
Marienko, M., Nosenko, Y., & Shyshkina, M. (2020). Personalization of learning using adaptive technologies and augmented reality. (PDF) Personalization of learning using adaptive technologies and augmented reality (researchgate.net) DOI: https://doi.org/10.31812/123456789/4418
Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68, 1903-1929. https://doi.org/10.1007/s11423-020-09793-2 DOI: https://doi.org/10.1007/s11423-020-09793-2
Mirata, V., Hirt, F., Bergamin, P., & van der Westhuizen, C. (2020). Challenges and contexts in establishing adaptive learning in higher education: Findings from a Delphi study. International Journal of Educational Technology in Higher Education, 17(1), 1-25. https://doi.org/10.1186/s41239-020-00209-y DOI: https://doi.org/10.1186/s41239-020-00209-y
Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., & Vasquez-Pauca, M. J. (2022). Systematic review of adaptive learning technology for learning in higher education. Eurasian Journal of Educational Research, 98(98), 221-233. https://doi.org/10.14689/ejer.2022.98.014
Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R. H., & Lee, B. O. (2021). Effects of simulation technology-based learning on nursing students' learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, Vol. 107, December 2021, 105127. https://doi.org/10.1016/j.nedt.2021.105127 DOI: https://doi.org/10.1016/j.nedt.2021.105127
Nguyen, Q. T., Hoang, T. B., Bui, T. D., & Nguyen, T. P. D. (2019). Student postures and gestures recognition system for adaptive learning improvement. Proceedings of the 6th NAFOSTED Conference on Information and Computer Science (NICS), 494-499. https://doi.org/10.1109/NICS48868.2019.9023896 DOI: https://doi.org/10.1109/NICS48868.2019.9023896
Nguyen, T. T., Pham, B. T., & Pham, D. T. (2020). Competence-based adaptive e-learning in the regular training for school principals in Vietnam. International Journal of Management (IJM), 11(6), 1102-1111. https://doi.org/10.34218/IJM.11.6.2020.098
Nguyen, V. A., & Ho, S. D. (2006). ACGS: Adaptive course generation system - An efficient approach to build e-learning courses. Proceedings of the IEEE Sixth International Conference on Computers and Information Technology, 259-265. https://doi.org/10.1109/CIT.2006.32 DOI: https://doi.org/10.1109/CIT.2006.32
Phan, M. N. V. (2022). EFL Teachers’ Perceptions of the Implementation of Active Learning in Reading Classroom. International Journal of Language Instruction, 1(1), 65–85. https://doi.org/10.54855/ijli.22117 DOI: https://doi.org/10.54855/ijli.22117
Tien, N. H., Anh, D. T., Van Luong, M., Ngoc, N. M., & Le Doan Minh Duc, N. D. (2021). Sustainable Development of Higher Education: A Case of Business Universities in Vietnam. Journal of Hunan University (Natural Sciences), 47(12), 41-56. Sustainable Development of Higher Education: A Case of Business Universities in Vietnam (jonuns.com)
Ramdani, Z., & et al. (2021). Teachers' perception and readiness towards adaptive learning in the COVID-19 pandemic: Thematical content analysis study. AL-ISHLAH Jurnal Pendidikan, 13(2), 1383-1393. https://doi.org/10.35445/alishlah.v13i2.915 DOI: https://doi.org/10.35445/alishlah.v13i2.915
Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal's teacher education. Malaysian Online Journal of Educational Technology. 8(1). 36-47. http://dx.doi.org/10.17220/mojet.2020.01.003 DOI: https://doi.org/10.17220/mojet.2020.01.003
Rosita, C. M., Vittorini, P., & di Orio, F. (2016). An adaptive learning system for developing and improving reading comprehension skills. Journal of Education Research, 10(4), 195-236.
Ryu, J. H., & Nguyen, A. T. (2021). Internationalization of higher education in Vietnam: current situations, policies, and challenges. International Journal of Comparative Education and Development, 23(3), 227-241. https://doi.org/10.1108/IJCED-10-2020-0074 DOI: https://doi.org/10.1108/IJCED-10-2020-0074
Smith, K. (2018). Perceptions of preservice teachers about adaptive learning programs in K-8 mathematics education. Contemporary Educational Technology, 9(2), 111-130. https://doi.org/10.30935/cet.414780 DOI: https://doi.org/10.30935/cet.414780
Vietnam National University, Hanoi. (n.d.). Đổi mới hoạt động giảng dạy ở ĐHQGHN. https://www.vnu.edu.vn/ttsk/?C2095/N23588/doi-moi-hoat-dong-giang-day-o-dHQGHN.htm
Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: Comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793-803. https://doi.org/10.1080/10494820.2020.1808794 DOI: https://doi.org/10.1080/10494820.2020.1808794
Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282-1309. https://doi.org/10.2307/257034 DOI: https://doi.org/10.5465/257034
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932 DOI: https://doi.org/10.1017/CBO9780511803932
Wu, L., Hsieh, P. J., & Wu, S. M. (2022). Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts. The Internet and Higher Education. 55(2):100871 https://doi.org/10.1016/j.iheduc.2022.100871 DOI: https://doi.org/10.1016/j.iheduc.2022.100871
Yurtseven Avci, Z., O'Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177. https://doi.org/10.1111/jcal.12394 DOI: https://doi.org/10.1111/jcal.12394
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Duong Thi Thu Huyen, Nguyen Thi To Hoa, Hoang Tuyet Minh
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.