Ứng dụng đường hướng dạy học kết hợp trong giáo dục đại học - Một giải pháp cho những lớp học đông sinh viên

. We all 
know that the more the number of students is, 
the more difficulties of the classroom 
management are. Teaching effect is just like 
magnetic or electric field, the larger 
classroom, the weaker teaching effect. The 
less classroom controls, the more serious 
phenomenon of the students “fake 
participation” [9]. Since the new features and 
Hoang Thi Thu Hoai et al TNU Journal of Science and Technology 199(06): 87 - 92 
 Email: jst@tnu.edu.vn 89 
the contradiction of the large classroom have 
appeared, disorder, hard to control, lack of 
language training, etc. could always occur. 
Even if the implementation of the 
communicative approach and task-based 
teaching, teachers will also feel anxious, 
inadequate, inefficient, and ineffective, unless 
adopt effective management. 
LoCastro [10, p.113] generated the list of 
problems related to class size and language 
learning, organized into three categories: 
- Pedagogical-related categories 
 more difficulties in carrying out speaking, 
reading, and writing tasks; 
 difficulties in monitoring work and giving 
feedback; 
 problems with individualizing work; 
 difficulties in setting up communicative tasks; 
 tendency to avoid activities that are 
demanding to implement. 
- Management-related categories 
 correction of large numbers of essays 
virtually impossible; 
 pair and group work often cumbersome to 
execute; 
 noise level high, affecting neighboring classes; 
 difficulties in attending to all students 
during class time; 
 discipline problems more acute. 
- Affective related categories 
 difficulties in learning students’ names; 
 impossibility of establishing good rapport 
with students; 
 concerns for weaker students who may get 
lost; 
 crowd phenomenon: students’ not listening 
to teacher and other students; 
 problems in assessing students’ interests and 
moods. 
Hayes (1997) [11] classifies the problems 
associated with teaching in large classes into 
five categories: (1) Discomfort caused by the 
physical constraints; (2) Control problems 
(discipline aspects); (3) Lack of individual 
attentions; (4) Difficulty on evaluation; (5) 
Problems of charging learning effectiveness. 
These problems can be physical, 
psychological but to a great extent technical. 
Harmer (2000) [12] also finds out in his study 
that large classes bring difficulties to both 
teachers and students and process of teaching 
and learning. It is difficult for teachers to 
contact with the students sitting at the back 
and for students to get the individual 
attention, and it is even impossible to 
organize dynamic and creative teaching and 
learning sessions. Most importantly, large 
classes are especially daunting for 
inexperienced teachers. This also indicates 
that teachers need more technical strategies in 
large class. 
In large classroom teaching process, students’ 
dependence on teachers cannot be reduced, 
until they are taught how to learn. Only when 
the students get some self-learning ability 
under the guidance of teachers, can they learn 
by themselves and improve the ability of 
obtaining knowledge. It seems to be difficult 
to reduce the class size in these classes 
because they are non-English majored 
students, i.e., these students learn English as a 
subject in their program. Besides, there are 
not enough time and teachers to split up these 
groups. Therefore, it is important to adopt 
advantages of Internet and communication 
technologies (ICTs) in the teaching and 
learning practices, so blended learning might 
be the solution for the problem. 
2.2. How is blended learning defined? 
The term "blended learning", sometimes is 
referred to as “hybrid learning” is a mixing of 
online activities with face-to-face classes. 
Generally speaking, some consider blended 
learning to be when some amount of the 
normally allotted face-to-face time for a 
Hoang Thi Thu Hoai et al TNU Journal of Science and Technology 199(06): 87 - 92 
 Email: jst@tnu.edu.vn 90 
course is substituted by online activities [13]. 
The former Sloan Consortium, now the 
Online Learning Consortium, stated that a 
course can be considered blended when the 
amount of online time replaces from 30% to 
79% of the total course time [7]. Others are 
not concerned whether or not in-class time is 
replaced but choose to focus on different 
aspects of the blend. For example, Garrison 
and Vaughan [14, p. 148] view blended 
learning as “the organic integration of 
thoughtfully selected and complementary 
face-to-face and online approaches and 
technologies”. Looking at learning from 
cognitive perspectives, Singh (2003) [15] 
perceived blended learning as a significant 
and motivating learning approach that 
incorporated diverse delivery media. In a 
recent study by Sabri, Isa, Daud, and Aziz 
(2010) [16], they defined blended learning as 
an integration of conventional classroom 
teaching with a combination of media, tools 
and teaching methods in web-based 
environment settings. As mentioned by Zhang 
(2010) [17], blended learning is not a 
replacement of the face-to-face class 
education with a web-based education. On the 
other hand, blended learning is a superior 
single delivery teaching approach that 
combines advantages of both conventional 
face-to-face classroom instructions with an 
online learning experience. The term has 
evolved to include so much more. The 
Innosight Institute [18, p.4] defines blended 
learning as: 
A formal education program in which a 
student learns at least in part through online 
delivery of content and instruction with some 
element of student control-over time, place, 
path, and/or pace and at least in part at a 
supervised brick-and mortar location away 
from home. 
The phrase “with some element of student 
control over time, place, path, and/or pace” 
was added to distinguish blended learning 
from technology-rich instruction [18, p.6]. 
Ten years prior, Stahl (2002) [19] clearly 
outlined the four dimensions of time, place, 
path, and pace. Time means that learning is 
no longer limited to a traditional school day 
or school calendar year. Place refers to 
learning that is no longer limited to the 
traditional classroom. Path can be defined as 
learning that is no longer limited to the face-
to-face strategies used by the teacher. Pace is 
described as learning that is no longer limited 
to the pace of the entire class, but is 
individualized. The second part of the 
definition states that the learning must be 
“supervised” and take place off campus. This 
is to make the distinction between students 
learning full-time online at a brick-and-mortar 
location and off campus such at the student’s 
home or self-chosen location. 
For whatever blended learning is defined, it is 
undoubtedly understood that the combination 
of traditional teaching and learning methods 
and the implementation of ICTs is the 
inevitable trend of future schooling. The pure 
face-to-face practice is no longer satisfied the 
increasing demands of modern learning and 
teaching. 
2.3. What are the benefits of blended 
learning? 
According to Singh (2004), blended learning 
is expanded to five dimensions. The first is 
the simplest level - a blended learning 
experience that combines offline and online 
forms of learning where the online learning 
usually means “over the internet or intranet” 
and offline learning that happens in a more 
traditional classroom setting [20]. Second is 
the blending of a self-paced and live, 
collaborative learning. Self-paced learning 
implies solitary, on-demand learning at a pace 
that is managed or controlled by the learner. 
Collaborative learning, on the other hand, 
implies a more dynamic communication 
among many learners that brings about 
Hoang Thi Thu Hoai et al TNU Journal of Science and Technology 199(06): 87 - 92 
 Email: jst@tnu.edu.vn 91 
knowledge sharing [20]. Third is the 
combination of structured and unstructured 
learning. Formal learning program is in 
organized content with specific sequence like 
chapters in a textbook. On the other hand, 
most learning in the workplace occurs in an 
unstructured form via meetings, hallway 
conversations, or email [20]. The fourth 
dimension is blending custom content with 
off-the shelf content. Off-the-shelf content is 
by definition generic- unaware of an 
organization’s unique context and 
requirements. However, generic self-paced 
content can be customized today with a blend 
of live experiences or with content 
customization [20]. Fifth level is blending 
learning, practice, and performance support. 
Perhaps the finest form of blended learning is 
to supplement learning with practice and just-
in-time performance support tools that 
facilitate the appropriate execution of job-
tasks [20]. 
Ekesionye & Okolo (2011) [21] maintain that, 
blended learning application ensures that 
teaching and learning are information and 
communication technology based, and it has 
the following benefits: 
 Enable students to have equal 
opportunities with their contemporaries in 
other part of the world. 
 Could be used to introduce an interesting 
variety of the inventory of instructional 
materials. 
 Exposes students and teachers to basic 
skills in Computer Education for the purpose 
of accessing the internet and sourcing of 
information for effective learning. 
 Helps teachers and students to be 
comfortably entrenched in the global village. 
 Exposes the teachers and learners to 
instructional best practices in information 
technology. 
 Facilitate teaching, knowledge creation 
and dissemination of information in the 
tertiary institution. 
From the above-mentioned benefits of 
blended learning, we strongly believe that this 
approach will partly lessen the burdens for 
teachers who are teaching English in large 
classes. During the offline sessions, students 
are presented with something related to 
theories or knowledge of language. Then they 
will do the practice and drills following the 
online sessions. However, we all know that 
each solution has its drawbacks, blended 
learning is not an exception. We need 
technical preparedness for the issues such as 
computer, internet access and knowledge of 
ICT, but the advantages outweigh the 
limitations. 
3. Conclusions 
In conclusion, blended learning approach 
once considered carefully will be a perfect 
solution for the overcrowded classes. Besides, 
the approach can help students develop self- 
controlled and self -regulated learning. The 
teachers can track down what students do 
outside classroom. The approach can also 
applicable for many other subjects rather than 
English teaching and learning with the 
assistance of modern technologies. 
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