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  • Công bố khoa học và công nghệ Việt Nam

Khoa học giáo dục học nói chung, bao gồm cả đào tạo, sư phạm học, lý luận giáo dục,..

Phạm Ngọc Thạch(1), Đỗ Quỳnh Hương, Trần Minh Thành

Yếu tố tác động tới sự hài lòng của giảng viên dạy trực tuyến trong đại dịch Covid-19

Factors affecting online teachers’ satisfaction amid the Covid-19 pandemic

Nghiên cứu Giáo dục (ĐHQG Hà Nội)

2021

1

22-39

Covid-19, Hài lòng: Tương tác, Hồi quy, Nền tảng công nghệ, Ý thức học trực tuyến, Dạy kết hợp

Covid-19, Satisfaction, Interaction, , Regression, Applications, Online learning behaviour, Blended-learning

Đại dịch Covid-19 đã ảnh hưởng lớn đến hầu hết tất cả các khía cạnh của cuộc sống, đặc biệt là trong lĩnh vực giáo dục và đào tạo. Trong bối cảnh đó, hầu hết các trường phổ thông, đại học ở các nước đã tổ chức cho học sinh, sinh viên học trực tuyến theo chủ trương “tạm dừng đến trường nhưng không dừng học”. Trong nghiên cứu này chúng tôi sử dụng phương pháp nghiên cứu kết hợp định lượng và định tính, các phép phân tích tần suất, phân tích nhân tố, kiểm định tương quan, hồi quy đa biến nhằm tìm hiểu những yếu tố tác động tới sự hài lòng của giảng viên khi dạy trực tuyến trong giai đoạn xảy ra Covid-19 ở một trường đại học lớn ở Việt Nam. Kết quả phân tích cho thấy các yếu tố chính tác động đến sự hài lòng của giảng viên là sự tương tác của họ với sinh viên, kỹ năng thao tác trên nền tảng công nghệ của họ, sự hỗ trợ của cơ sở giáo dục trong triển khai dạy học trực tuyến, ý thức học trực tuyến của sinh viên. Kết quả phân tích dữ liệu định tính (câu hỏi mở và phỏng vấn) củng cố phát hiện nêu trên, từ đó giúp nhóm nghiên cứu đưa ra những khuyến nghị cụ thể nhằm nâng cao mức độ hài lòng của giảng viên và chất lượng của dạy - học trực tuyến; đồng thời cho thấy nhu cầu triển khai tổ chức dạy kết hợp giữa trực tuyến và trực tiếp trong quá trình số hóa giảng dạy tại các trường đại học trong tương lai.

This study explores the factors that affect lecturers’ satisfaction when teaching online during the period of the Covid-19 pandemic at a big university in Vietnam using mixed methods approach, frequency analysis, correlation and multivariate regression techniques. The study results show that the main factors affecting lecturers’ satisfaction were their interaction with students, their technology skills, institution support and students’ online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face teaching modes to ensure quality of teaching and to enhance lecturers’ satisfaction in the future digitalization in higher education institutions.

TTKHCNQG, CVv 398

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