Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/15400

Introduction to establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT

File Description Size Format  
NGO TCC Paper.pdf Restricted for viewing only 208.89 kB Adobe PDF View/Open
NGO TCC Presentation.pdf 1.52 MB Adobe PDF View/Open
Ngo Proposal Paper.pdf Restricted for viewing only 2.46 MB Adobe PDF View/Open
Ngo Literature Review.pdf 93.77 kB Adobe PDF View/Open

Item Summary

Title:Introduction to establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT
Authors:Ngo, Hong
Contributors:Ho, Curtis (advisor)
Ho, Curtis (instructor)
Keywords:hybrid learning
Date Issued:20 Apr 2010
Abstract:As a mixed mode of online and face-to-face instruction, hybrid learning has been a feasible solution to schools with limited space and a flexible learning environment for the learners. Yet, this mode of instruction may still be novel to most stakeholders at the Center Foreign Affairs and Language Training (CEFALT) in the Ho Chi Minh City of Viet Nam. The purpose of this instructional design project was therefore to create and evaluate an interactive PDF module on establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT. The module provided the teachers with basic knowledge of hybrid learning, effective strategies for incorporating available technologies into their teaching, and a framework for establishing a hybrid learning course. A group of 16 Vietnamese teachers of English at CEFALT evaluated the instructional module. The data collected from the teachers’ performance on the module, pre-test, post-test, and surveys indicated they learned a lot from the instructional module and wished for their school to adopt a hybrid learning mode in the near future. The research results further revealed that the interactive PDF features of the module greatly helped engage and stimulate the teachers in their learning process.
URI:http://hdl.handle.net/10125/15400
Appears in Collections: ETEC 690, Spring 2010


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