Vol. 10 No. 2 (2023): In Progress
Articles

Factors affecting the flipped classroom in the educational context of Vietnam

Tran Thi Huong Xuan
The University of Danang, University of Science and Education, Danang, Vietnam.
Nguyen Bao Hoang Thanh
The University of Danang, University of Science and Education, Danang, Vietnam.
Nguyen Thi Nhi
Vinh University, Vinh, Vietnam.

Published 2023-01-31

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Keywords

  • Blended learning, Competence-oriented teaching and learning, Flipped classroom model, Flipped learning, Influence factors, Inverted learning.

How to Cite

Xuan, T. T. H. ., Thanh, N. B. H. ., & Nhi, N. T. . (2023). Factors affecting the flipped classroom in the educational context of Vietnam. Journal of Education and E-Learning Research, 10(2), 99–110. https://doi.org/10.20448/jeelr.v10i2.4441

Abstract

In the context of the implementation of the 2018 General Education Program, teachers are required to implement a teaching model oriented to the development of students’ quality and competence. Teachers are encouraged to adapt the flipped classroom model of teaching in schools as its advantages are suitable for novel teaching strategies. This study focuses on analyzing factors affecting the application of this model in the teaching and learning process by collecting feedback from 351 teachers from various cities in Vietnam. The questionnaire included Likert-type questions analyzed by IBM SPSS Statistics version 20 for quantitative analysis and an open question for qualitative analysis with context and personal information. The research-oriented factors focus on the group of potential internal factors (perception, proficiency, desire and readiness of teachers) and the group of external factors (infrastructure, facilities and support resources, training programs). The results showed that those factors include the school’s infrastructure and information communication technology (ICT) condition, the teacher’s ICT competence as well as competence-related teaching and assessment methodologies and the students’ internet access conditions. Finally, the study offers suggestions on how to apply this model in teaching practice to meet the requirements of educational innovation in Vietnam.

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