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All Journal Jounal of Education and Teaching (JET)
Le Anh Phuong Nguyen
University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City
Education

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What Drives Effective Teaching in Blended Learning? Evidence from Core Teaching Practices in Vietnamese Higher Education Le Anh Phuong Nguyen; Hoang Dung Le
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.973

Abstract

Blended learning has become an important mode of instruction in higher education, yet the teaching practices that most strongly shape overall teaching effectiveness in blended learning remain insufficiently understood. This study examines which dimensions of lecturer-reported teaching practices significantly predict overall teaching effectiveness in blended learning in Vietnamese higher education. Survey data were collected from 338 lecturers across four universities in Vietnam. The study investigated six dimensions of teaching practice: teaching objectives, teaching content, teaching methods, technology tools, instructional formats, and assessment practices. Descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlations, and multiple regression were employed. Most scales demonstrated acceptable to excellent internal consistency. The regression model was statistically significant and explained 66.9% of the variance in overall teaching effectiveness in blended learning. Assessment practices and teaching objectives emerged as the strongest predictors, followed by teaching content and teaching methods. In contrast, technology tools and instructional formats were not significant predictors in the full model. The findings suggest that overall teaching effectiveness in blended learning depends more on pedagogical design than on technology use alone.
Factors Affecting Decision-Making in the Management of Blended Learning Teaching Activities in Vietnamese Higher Education Le Anh Phuong Nguyen; Duy Mong Ha Nguyen
Journal of Education and Teaching (JET) Vol 7 No 3 (2026): September 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i3.1015

Abstract

Blended learning has become an important mode of delivery in higher education, requiring more systematic decision-making in the management of teaching activities. This study examines factors affecting decision-making in the management of blended learning teaching activities within Vietnamese higher education. A quantitatively driven design was employed using survey data from 338 lecturers, including 59 who concurrently held managerial positions, across four higher education institutions in Ho Chi Minh City, Vietnam. The quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while interview data from 12 participants were used to explain key quantitative patterns. The findings showed that all eight factors were perceived as highly influential, with policy conditions receiving the highest mean score and lecturers’ awareness the lowest, although still within the high range. All factors were positively and significantly correlated, but none showed a statistically significant independent effect in the regression model. Interview data suggested that decision-making was shaped by the combined operation of policy, infrastructure, stakeholder awareness, legal considerations, and managerial capacity rather than by isolated determinants. The study suggests that blended learning management should be understood as a multidimensional and systemic process.
Co-Authors Duy Mong Ha Nguyen Hoang Dung Le