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  • Công bố khoa học và công nghệ Việt Nam

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

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Võ Xuân Mai(1), Trần Thụy Hoàng Yến

Tổng quan nghiên cứu về vận dụng học tập kết hợp trong đào tạo giáo viên ở đại học

Overview of research on the application of blended learning in university teacher training

Tạp chí Giáo dục

2024

17

29-35

2354-0753

Học tập kết hợp, Đào tạo giáo viên, Trường đại học, Chuyển đổi số

Blended learning, Teacher training, University, Digital transformation

Các trường đại học đang có nhiều cơ hội để áp dụng các xu hướng giảng dạy mới dựa trên những tiến bộ công nghệ trong giáo dục. Học tập kết hợp là một trong những kỹ thuật dựa trên công nghệ mang lại nhiều lợi ích và hiệu quả. Bài viết này trình bày tổng quan các nghiên cứu trước đây nhằm đưa ra tổng quan tài liệu về việc triển khai học tập kết hợp trong đào tạo giáo viên ở các trường đại học. Các phát hiện này chỉ ra rằng một lượng lớn nghiên cứu đã được thực hiện nhằm khai thác tác dụng của học tập kết hợp và triển khai nó vào các khóa học của chương trình giáo dục giáo viên bằng phần mềm và ứng dụng hỗ trợ. Tuy nhiên, việc áp dụng phương pháp học tập kết hợp đặt ra những thách thức đối với người dạy và người học, đặc biệt trong bối cảnh cuộc cách mạng công nghệ đang diễn ra. Dựa trên những kết quả đó, nghiên cứu đưa ra khuyến nghị về các tiêu chuẩn phù hợp để đưa việc học ở cấp độ chương trình vào đào tạo giáo viên.

Universities are experiencing multiple opportunities to apply new teaching trends in light of technological advancements in education. Blended learning is one of these technology-based techniques that offers plenty of advantages and efficiencies. This article presents an overview of previous studies to provide a literature review of the implementation of blended learning in teacher training at universities. The findings indicate that an extensive amount of research has been done on exploiting blended learning's effects and implementing it into teacher education programs' courses with supporting software and applications. However, adopting blended learning involves challenges for instructors, and students, especially in the context of the ongoing technological revolution. Based on those results, the research offers a recommendation for suitable standards to include learning at the program level in teacher training.

TTKHCNQG, CVv 216

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