Ảnh hưởng của khoảng cách quyền lực và quan niệm học tập truyền thống đến trải nghiệm lớp học đảo ngược trong học tập các môn Lí luận chính trị của sinh viên Trường Đại học Sư phạm Hà Nội

Tóm tắt

The flipped classroom model has been increasingly adopted in Vietnamese universities, including Hanoi National University of Education (HNUE). This study examines the influence of power distance and traditional learning beliefs on the flipped classroom experience of pre-service teachers at HNUE. Data were collected from 666 students and analyzed using Cronbach’s Alpha, exploratory factor analysis, descriptive statistics, multiple linear regression, and one-way ANOVA. The results indicate that students generally reported positive flipped classroom experiences, while hierarchical classroom relationships and traditional learning beliefs remained evident. Both factors showed positive and statistically significant effects on students’ flipped classroom experience, with power distance exerting a stronger influence. This finding suggests that, within the Vietnamese educational context, the guiding role of instructors and structured learning support may facilitate students’ adaptation to the flipped classroom model. One-way ANOVA revealed a significant difference in flipped classroom experience by gender, while self-study time showed only a marginal trend toward difference. No significant differences were found across major, year of study, prior flipped classroom experience, online learning experience, or primary learning device. The findings suggest that implementing the flipped classroom should be viewed not only as a pedagogical innovation but also as a process of adapting instructional practices to learners’ cultural characteristics, combining appropriate instructor guidance with the gradual development of learner autonomy.