The Impact of Teaching Strategies in Blended Learning on Students’ Self-Directed Learning Capability at Hanoi University of Science and Technology
Year: 2025
Type: article
Study design: Observational Study
Abstract: Blended learning (BL) is considered a highly effective educational approach in the 21st century. It not only fosters creative thinking but also promotes problem-solving, critical thinking, effective communication, and technology application among learners. This study investigates the impact of teaching strategies within a BL environment on the self-directed learning (SDL) competence of students at Hanoi University of Science and Technology (HUST). Using quantitative methods, the study analyzes data from 485 students engaging in a combination of face-to-face and online learning. Seven commonly used and valued teaching strategies in BL were examined. The study evaluates students’ SDL levels using the Self-Rating Scale of Self-Directed Learning (SRSSDL), which comprises five factors. The research participants were divided into seven specialized groups based on their characteristics and academic majors. The results indicate that students’ SDL competence is generally high. The students in the Electrical and Electronics Engineering group exhibited the highest SDL capability, while those in the Mechanical Engineering group require further improvement. The teaching strategies that have the most positive impact on SDL are Active Learning, Problem-Based Learning, and Personalized Learning. The findings of this study provide valuable insights into the effectiveness of various teaching strategies utilised in BL, which can serve as a foundation for optimizing teaching strategies to further promote learner self-direction competence.
Authors: Viet Anh Mai, Chi Quynh Nguyen, Ngoc Thang Duong, Mai Quynh Thi Tran, Hoc Hieu Le
Institution: Hanoi University of Science and Technology
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409016503