Students' expectations and experiences of blended learning: a case study at Hanoi Open University, Vietnam

This study investigates students’ expectations and experiences of blended learning at Hanoi Open University, Vietnam. In recent years, the Vietnamese government has produced a number of polices advocating the use of ICT in education, including blended learning, aligning this implementation with its goals to modernise. While there has been considerable research around blended learning in higher education in the west, including in the USA, UK and Australia, research in Vietnam is relatively new. Previous research has suggested that while there is some debate around defining blended learning, there are numerous benefits and limitations. This study aims to add to this research, by exploring blended learning in the Vietnamese context.

This study is framed by a qualitative approach. It employs a case study method to develop rich and detailed descriptions of participant expectations and experiences of blended learning. 13 second year students, in one of 4 blended courses (Accounting, Finance and Banking, Business Management or Applied Information Technology), participated in this study. Data was collected from semi-structured interviews through Skype and later categorised into key themes using inductive analysis.

The findings reveal participants had very positive expectations of blended learning and these related to timing (flexibility and convenience), usefulness, (for work and future qualifications) interaction, experiencing new technology, quality of course, and accreditation. While each participant identified more than one expectation, timing and usefulness were most often identified. The participants also had mainly positive experiences in relation to the online components, the face-to-face components, and interaction. Most commented on benefitting from the flexibility and timing of the course as well as learning outcomes. Most also commented that their experience was affected by lack of interaction and technical problems. Participants’ expectations and experiences generally aligned especially around timing.

This study confirms many of the findings in previous research around student expectations and experiences of blended learning in higher education. However it adds to this research by suggesting that participants in this particular context, also had expectations around the usefulness of blended learning courses to work and future qualifications as well as expectations around accreditation that have not been given much attention in previous research. It suggests also that these participants experienced benefits to their work, which have also been underplayed in research. Finally this study suggests that these additions to the research have particular implications for administrators, faculty and universities.