Factors Affecting the Flipped Classroom in the Educational Context of Vietnam

Autor/inn/en	Xuan, Tran Thi Huong; Thanh, Nguyen Bao Hoang; Nhi, Nguyen Thi
Titel	Factors Affecting the Flipped Classroom in the Educational Context of Vietnam
Quelle	In: Journal of Education and e-Learning Research, 10 (2023) 2, S.99-110 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xuan, Tran Thi Huong) ORCID (Thanh, Nguyen Bao Hoang) ORCID (Nhi, Nguyen Thi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Flipped Classroom; Foreign Countries; Teacher Attitudes; Competence; Influences; Educational Facilities; Technological Literacy; Faculty Development; Readiness; Learning Management Systems; Elementary School Teachers; Secondary School Teachers; College Faculty; Vietnam + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Lehrerverhalten; Kompetenz; Influence; Einfluss; Einflussfaktor; Bildungsstätte; Technisches Wissen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät
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 Likerttype 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01