Mức độ sẵn sàng dạy học trực tuyến của giảng viên: Nghiên cứu tại Trường Đại học Cần Thơ

Tóm tắt

Amid the prominent trend of digital transformation in higher education, assessing university lecturers’ readiness for online teaching has become an urgent requirement, carrying both theoretical and practical significance. This study investigates the online teaching readiness of 80 lecturers at the Faculty of Foreign Languages, Can Tho University, based on the Online Teaching Readiness model proposed by Martin et al. (2019), which includes five components: technology competence, pedagogical readiness, online communication readiness, online assessment readiness, and attitude readiness. The findings reveal that the lecturers’ overall readiness level is “fairly high” (mean score = 3.50/5), particularly in the areas of attitude readiness, online communication readiness and pedagogical readiness. However, technology competence and online assessment readiness remain limited in certain departments. This study provides empirical evidence to support the development of specialized and personalized training programs aimed at enhancing lecturers’ online teaching capacity, and proposes several recommendations to assist lecturers in effectively adapting to educational innovation in the context of digitalization.