Considerations for the continuation of blended learning and teaching modes in English education within Cambodian public schools
DOI:
https://doi.org/10.69496/cjess.v1i2.24Keywords:
Blended Learning and Teaching Modes, Innovative Approach, Digital Knowledge, Internet Connection, Public School, English EducationAbstract
The global language of English is widely acknowledged for connecting people worldwide, including in Cambodia, where the field of English education has been working to incorporate blended learning (BL) and blended teaching modes into public schools. This integration is aimed at addressing the shortage of qualified English teachers and learning resources for English for specific purpose courses, showing significant potential in enhancing the educational experience for students. A comprehensive study was conducted to ensure the effectiveness and sustainability of this innovative approach, focusing on various aspects of English knowledge content delivery. The study revealed major concerns over the use of certain knowledge content websites, led by the European Union and the Cambodian government to act toward regulating and improving the quality of such sources; however, the primary responsibility for ensuring that selected knowledge content meeting the need of students lies in the schools themselves. It is essential to address the challenges and concerns related to the selection and preparation of English knowledge content sources to fully realize the potential of blended learning and teaching modes in English education in Cambodia. By collaborating with external stakeholders, schools can play a crucial role in providing students with high-quality and appropriate English content. Future studies can consider the effectiveness and concerns of BL in different educational settings using different research designs.
Downloads
References
Adarkwah, M. A. (2021). "I’m not against online teaching, but what about us?": ICT in Ghana post-COVID-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic. Education and Information Technologies, 27(1), 365–405. https://doi.org/10.1007/s10639-021-10706-w
Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the COVID-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216. https://doi.org/10.3390/educsci10090216
Ashraf, M. A., Mollah, S., Perveen, S., Shabnam, N., & Nahar, L. (2022). Pedagogical applications, prospects, and challenges of blended learning in Chinese higher education: A systematic review. Frontiers in Psychology, 12, 1–13. https://doi.org/10.3389/fpsyg.2021.772322
Ban, T., & Heng, K. (2023). Improving the quality of Cambodian higher education: Key challenges and suggestions. Cambodian Journal of Educational Research, 3(2), 35-61. https://doi.org/10.62037/cjer.2023.03.02.03
Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2022). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International, 59(4), 442–452. https://doi.org/10.1080/14703297.2021.1890634
Bazelais, P., & Doleck, T. (2018). Investigating the impact of blended learning on academic performance in a first semester college physics course. Journal of Computers in Education, 5(1), 67–94. https://doi.org/10.1007/s40692-018-0099-8
Berlian, Z., & Huda, M. (2022). Reflecting culturally responsive and communicative teaching (CRCT) through partnership commitment. Education Sciences, 12(5), 295. https://doi.org/10.3390/educsci12050295
Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9. https://doi.org/10.22555/joeed.v7i1.3260
Boy, V., & Water, T. (2023). Challenges of teaching English as an additional language in high schools in Cambodia. Cambodian Journal of Educational Research, 3(1), 44–75. https://doi.org/10.62037/cjer.2023.03.01.03
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 1–23. https://doi.org/10.1016/j.compedu.2021.104158
Brito, F. D. L., Lautert, S. L., & Gomes, A. S. (2021). Contrasting levels of student engagement in blended and non-blended learning scenarios. Computers & Education, 172, 1–13. https://doi.org/10.1016/j.compedu.2021.104241
Brown, A. (2021). An exploration of academic and professional staff perceptions of their positioning within one UK university and its impact on their workplace identities and relationships [Doctoral dissertation, University College London]. UCL Discovery. https://discovery.ucl.ac.uk/id/eprint/10127242
Bryan, C. J., Tipton, E., & Yeager, D. S. (2021). Behavioural science is unlikely to change the world without a heterogeneity revolution. Nature Human Behaviour, 5(8), 980–989. https://doi.org/10.1038/s41562-021-01143-3
Castillo, C. (2024). Sabes quién soy y de dónde vengo: Latino newcomer perspectives on their migration journey and perceived impact on their learning experiences and acculturation to US high schools [Doctoral dissertation, University of Houston-Clear Lake]. University of Houston-Clear Lake Institutional Repository. https://uhcl-ir.tdl.org/items/defe824f-ad38-4824-94dc-618179e84b5c
Chea, S., & Lo, W. Y. W. (2022). International connectivity and employability in Cambodian higher education: A case study of developing employability skills in English language education. Educational Research and Evaluation, 27(3–4), 335–356. https://doi.org/10.1080/13803611.2022.2041875
Chea, V., & Kuon, S. (2024). Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes. Cambodian Journal of Educational and Social Sciences (CJESS), 1(1), 89-103. https://doi.org/10.69496/cjess.v1i1.18
Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 1–10. https://doi.org/10.1016/j.chb.2021.106909
Donaher, M., & Wu, N. (2020). Cambodia’s new generation schools reform. In F. M. Reimers (Ed.), Empowering teachers to build a better world (pp. 103–120). Springer. https://doi.org/10.1007/978-981-15-2137-9_6
Dong, X., Yan, M., & Hu, Y. (2023). Corporate culture and practice integrated with key interest groups. In X. Dong, M. Yan, & Y. Hu (Eds.), Huawei (pp. 83–109). Springer. https://doi.org/10.1007/978-981-19-4078-1_5
Dridi, M. A., Radhakrishnan, D., Moser-Mercer, B., & DeBoer, J. (2020). Challenges of blended learning in refugee camps: When internet connectivity fails, human connection succeeds. The International Review of Research in Open and Distributed Learning, 21(3), 250-263. https://doi.org/10.19173/irrodl.v21i3.4770
Ear, S. (2012). Aid dependence in Cambodia: How foreign assistance undermines democracy. Columbia University Press. https://doi.org/10.7312/ears16112
Eastman, D., Bishop, C., & Block, N. C. (2023). Aligning means and goals: Insights from professional development to promote learner-centered education in Cambodia. International Journal of Christianity & Education, 27(2), 123–141. https://doi.org/10.1177/20569971221100505
Edwards, D. B., Sustarsic, M., Chiba, M., McCormick, M., Goo, M., & Perriton, S. (2020). Achieving and monitoring education for sustainable development and global citizenship: A systematic review of the literature. Sustainability, 12(4), 1–57. https://doi.org/10.3390/su12041383
Em, S., Khan, S., & Nun, N. (2023). Education system in Cambodia: A brief review from the prehistoric period to the present, and an education strategic plan for the future. FIRE: Forum for International Research in Education, 7(3), 141–164. https://doi.org/10.32865/fire202273320
Eriksen, S., Schipper, E. L. F., Scoville-Simonds, M., Vincent, K., Adam, H. N., Brooks, N., Harding, B., Khatri, D., Lenaerts, L., Liverman, D., Mills-Novoa, M., Mosberg, M., Movik, S., Muok, B., Nightingale, A., Ojha, H., Sygna, L., Taylor, M., Vogel, C., & West, J. J. (2021). Adaptation interventions and their effect on vulnerability in developing countries: Help, hindrance or irrelevance? World Development, 141, 1–16. https://doi.org/10.1016/j.worlddev.2020.105383
Errida, A., & Lotfi, B. (2021). The determinants of organizational change management success: Literature review and case study. International Journal of Engineering Business Management, 13, 1–15. https://doi.org/10.1177/18479790211016273
Ewing, L.-A., & Cooper, H. B. (2021). Technology-enabled remote learning during Covid-19: Perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 41–57. https://doi.org/10.1080/1475939X.2020.1868562
Felson, J., & Adamczyk, A. (2021). Online or in person? Examining college decisions to reopen during the COVID-19 pandemic in fall 2020. Socius: Sociological Research for a Dynamic World, 7, 1–16. https://doi.org/10.1177/2378023120988203
Frings, Hessami. V. (2022). Khmer Rouge archives: Appropriation, reconstruction, neo-colonial exploitation and their implications for the reuse of the records. In Hessami. V. Frings & F. Foscarini (Eds.), Archives in a changing climate—part I & part II (pp. 47–71). Springer. https://doi.org/10.1007/978-3-031-19289-0_4
Gad, A. G. (2022). Particle swarm optimization algorithm and its applications: A systematic review. Archives of Computational Methods in Engineering, 29(5), 2531–2561. https://doi.org/10.1007/s11831-021-09694-4
Gao, R. (2021). The vocabulary teaching mode based on the theory of Constructivism. Theory and Practice in Language Studies, 11(4), 442–446. https://doi.org/10.17507/tpls.1104.14
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1–37. https://doi.org/10.1080/2331186X.2020.1738184
Gigerenzer, G. (2022). How to stay smart in a smart world: Why human intelligence still beats algorithms. MIT Press. https://cir.nii.ac.jp/crid/1130295946622653974
Heng, K., & Sol, K. (2021). COVID-19 and Cambodian higher education: Challenges and opportunities. In K. Heng, S. Kaing, D. Kao, M. Muong, B. Doeur, & T. Lor (Eds.), Online learning during COVID-19 and key issues in education (pp. 31–48). Cambodian Education Forum. https://cefcambodia.com/2021/12/15/covid-19-and-cambodian-higher-education-challenges-and-opportunities/
Hirakawa, Y., & Taniguchi, K. (2021). School dropout in primary schools in rural Cambodia: School-level and student-level factors. Asia Pacific Journal of Education, 41(3), 527–542. https://doi.org/10.1080/02188791.2020.1832042
Honig. (2020). Revisiting the political process model: The case of the Khmer Rouge and the Cambodian civil war. Journal of International Politics, 2(1), 28–32. https://sryahwapublications.com/article/download/2642-8245.0201003
Huot, S., Hok, C., Kumar, P., & Heng, L. (2024). Exploring the benefits of teacher involvement in guiding high school students’ orientation toward personal and educational growth. Cambodian Journal of Educational and Social Sciences (CJESS), 1(1), 49–66. https://doi.org/10.69496/cjess.v1i1.9
Ibrahim, N., Zailani, M. A., & Abd Hamid, H. S. (2024). Assessment literacy measures: A comprehensive bibliomtric analysis. International Journal of Education, Psychology and Counseling, 9(53), 146–163. https://doi.org/10.35631/IJEPC.953013
Igawa, K. (2008). English language and its education in Cambodia, a country in transition. Shitennoji University Bulletin, 46(1), 343–369.
Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2), 188–204. https://doi.org/10.1080/09575146.2018.1438374
Islam, N., Sharp, S. J., Chowell, G., Shabnam, S., Kawachi, I., Lacey, B., Massaro, J. M., D’Agostino, R. B., & White, M. (2020). Physical distancing interventions and incidence of coronavirus disease 2019: A natural experiment in 149 countries. BMJ, 370, 1–10. https://doi.org/10.1136/bmj.m2743
Jacobs, P. R. (2019). Organizing the revolutionary state: Governance and mass death in Cambodia under the Khmer Rouge [Doctoral dissertation]. ProQuest, The University of Wisconsin-Madison. https://asset.library.wisc.edu/1711.dl/ULDKUKPHYGTXP9E/R/file-2c5ba.pdf
Jie, Z., Puteh, M., & Sazalli, A. H. (2020). A social constructivism framing of mobile pedagogy in english language teaching in the digital era. Indonesian Journal of Electrical Engineering and Computer Science, 20(2), 1–7. https://doi.org/10.11591/ijeecs.v20.i2.pp830-836
Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205–226. https://doi.org/10.1108/ITSE-06-2020-0087
Kelty, N. E., & Wakabayashi, T. (2020). Family engagement in schools: Parent, educator, and community perspectives. SAGE Open, 10(4), 1–13. https://doi.org/10.1177/2158244020973024
Khan, M. (2020). The broken promise of "never again": Myanmar’s genocide analyzed under the UN genocide convention and the international criminal tribunal for Rwanda’s interpretation of the convention. Cornell International Law Journal, 53, 799–836. https://cornellilj.org/wp-content/uploads/2021/11/Khan-Final-1.pdf
Kiernan, B. (1999). Pol Pot and Enver Pasha: A comparison of the Cambodian and Armenian genocides. In L. Chorbajian & G. Shirinian (Eds.), Studies in comparative genocide (pp. 165–181). Palgrave Macmillan UK. https://doi.org/10.1007/978-1-349-27348-5_10
Kim, L., Smith, D. S., Hofstra, B., & McFarland, D. A. (2022). Gendered knowledge in fields and academic careers. Research Policy, 51(1), 1–15. https://doi.org/10.1016/j.respol.2021.104411
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE Access, 9, 1–47. https://doi.org/10.1109/ACCESS.2021.3085844
Lane, S., Hoang, J. G., Leighton, J. P., & Rissanen, A. (2021). Engagement and satisfaction: Mixed-methods analysis of blended learning in the sciences. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 100–122. https://doi.org/10.1007/s42330-021-00139-5
Le, T. N. (2024). Factors affecting EFL lecturers’ implementation of blended learning in Vietnamese universities. In L. Phung, H. Reinders, & V. P. H. Pham (Eds.), Innovation in language learning and teaching (pp. 209–234). Springer. https://doi.org/10.1007/978-3-031-46080-7_11
Lewis, R. S. (2021). Technology, media literacy, and the human subject: A posthuman approach. Open Book Publishers. https://doi.org/10.11647/OBP.0253
Lim, S. (2020). A critical analysis of Cambodian teachers’ cognition about world Englishes and English language teaching. Asian Englishes, 22(1), 85–100. https://doi.org/10.1080/13488678.2019.1645994
Lin, B., Bolton, K., Khan, B., & Bacon-Shone, J. (2024). English-medium instruction in higher education in Cambodia. In K. Balton, W. Botha, & B. Lin (Eds.), The Routledge handbook of English-medium instruction in higher education (pp. 429–449). Routledge. https://doi.org/10.4324/9781003011644
Lor, T. (2021). 21st century learning and factors impacting on the integration of transformative English language learning into upper secondary schools in Cambodia [Doctoral dissertation, Charles Darwin University]. ProQuest Dissertations & Theses. https://doi.org/10.25913/wyfg-7f40
Luo, X. (2021). Towards a more accessible, diverse, and inclusive wine cultural context [Doctoral dissertation, The George Washington University]. ProQuest Dissertations & Theses. https://doi.org/10.25913/28316854
Lynch, C. (2021). Career journeys: Leadership, identity and gendered careers of female primary school leaders [EdD thesis, University of Reading]. https://centaur.reading.ac.uk/100785/
Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? The International Journal of Management Education, 19(3), 1–17. https://doi.org/10.1016/j.ijme.2021.100552
Mandler, P. (2020). The crisis of the meritocracy: Britain’s transition to mass education since the Second World War. Oxford University Press. https://global.oup.com/academic/product/the-crisis-of-the-meritocracy-9780198840145?cc=au&lang=en&
Martin, B., Bowl, M., & Banks, G. (2023). Mapping the field: 75 years of educational review, volume II. Routledge. https://doi.org/10.4324/9781003403722
Martin, J. Mcgill, T., & Sudweeks, F. (2013). Learning anywhere, anytime: Student motivators for M-learning. Journal of Information Technology Education: Research, 12, 51–67. https://doi.org/10.28945/1771
McFarland, J. R. (2021). Language contact and lexical changes in Khmer and Teochew in Cambodia and beyond. In C. Chia T. Hoogervorst (Eds.), Sinophone Southeast Asia (pp. 91-128). Brill.
Meades, J. (2021). Pedro and Ricky come again: Selected writing 1988–2020. Unbound Publishing. https://unbound.com/books/pedro-ricky-come-again
Meeson, G. V. (2021). Undergraduate programme leadership and the teaching excellence framework in small universities: A case study [Doctoral dissertation, University of Leicester]. Figshare.
Mohammed, S., & Kinyo, L. (2020). Constructivist theory as a foundation for the utilization of digital technology in the lifelong learning process. Turkish Online Journal of Distance Education, 21(4), 90–109. https://doi.org/10.17718/tojde.810589
Moore, S. H., & Bounchan, S. (2020). English in Cambodia. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The handbook of Asian Englishes (pp. 649–666). Wiley. https://doi.org/10.1002/9781118791882.ch28
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 1–16. https://doi.org/10.1016/j.edurev.2021.100394
Neau, V. (2003). The teaching of foreign languages in Cambodia: A historical perspective. Language, Culture and Curriculum, 16(3), 253–268. https://doi.org/10.1080/07908310308666673
Negash, T. T., Eshete, M. T., & Hanago, G. A. (2022). Students’ learning approaches as a factor of academic achievement at selected public universities: A cross-sectional study. Frontiers in Education, 7, 1–9. https://doi.org/10.3389/feduc.2022.965573
Newman, A., Bavik, Y. L., Mount, M., & Shao, B. (2021). Data collection via online platforms: Challenges and recommendations for future research. Applied Psychology, 70(3), 1380–1402. https://doi.org/10.1111/apps.12302
Nuere, S., & Miguel, D. L. (2021). The digital/technological connection with COVID-19. Technology, Knowledge and Learning, 26(4), 931–943. https://doi.org/10.1007/s10758-020-09454-6
Oeun, S., & Heng, K. (2024). Factors contributing to students’ failure in the English subject in national Grade 12 examinations in Cambodia: A literature review. Journal of Studies in the English Language, 19(2), 85-116. https://so04.tci-thaijo.org/index.php/jsel/article/view/273473
Oeurn, C. C., Tharith, S., Seingheng, H., Leang, U., & Muykim, C. (2023). Capacity assessment and development of STEM high school model: The case of Kampong Speu province. Cambodia Development Center. https://www.cd-center.org/capacity-assessment-and-development-of-stem-high-school-model-the-case-of-kampong-speu-province
Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic. British Journal of Educational Technology, 52(4), 1357–1376. https://doi.org/10.1111/bjet.13112
Olson, K. R., & Speidel, D. R. (2023). Review and analysis: United States secret wars in Cambodia: Long-term impacts and consequences. Open Journal of Soil Science, 13(07), 295–328. https://doi.org/10.4236/ojss.2023.137013
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 44–65. https://doi.org/10.18662/rrem/12.3/308
Orak, S. D. (2021). In between 21st century skills and constructivism in ELT: Designing a model derived from a narrative literature review. World Journal of English Language, 11(2), 166–176. https://doi.org/10.5430/wjel.v11n2p166
Ork, Y., Chin, P., Ban, T., & Em, S. (2024). Factors causing students’ challenges in learning English speaking skills: A review of empirical works. Cambodian Journal of Educational and Social Sciences (CJESS), 1(1), 26-36.
Özer, S. Ş., & Torun, F. (2024). Individual and collaborative infographic design and cognitive strategies in visual literacy support process: A qualitative research perspective. Journal of Visual Literacy, 43(2), 147–172. https://doi.org/10.1080/1051144X.2024.2349383
Peou, C. (2017). On Cambodian higher education and skills mismatch: Young people choosing university majors in a context of risk and uncertainty. Journal of Education and Work, 30(1), 26–38. https://doi.org/10.1080/13639080.2015.1119258
Petraki, E., & Khat, K. (2022). Challenges and constraints in the design of an ESP course in Cambodia: Implications for higher education institutions. Asia Pacific Journal of Education, 42(2), 260–275. https://doi.org/10.1080/02188791.2020.1798738
Philippe, R. (2020). The politics of knowledge in Cambodia. In R. Philippe (Ed.), Cultural renewal in Cambodia: Academic activism in the neoliberal era (pp. 14–36). Brill. https://doi.org/10.1163/9789004437357_003
Poland, B., Gloger, A., Morgan, G. T., Lach, N., Jackson, S. F., Urban, R., & Rolston, I. (2021). A connected community approach: Citizens and formal iInstitutions working together to build community-centred resilience. International Journal of Environmental Research and Public Health, 18(19), 1–17. https://doi.org/10.3390/ijerph181910175
Pov, S., Kawai, N., & Matsumiya, N. (2021). Determinants of student achievement at lower secondary schools in rural Cambodia. Educational Research for Policy and Practice, 20(2), 207–222. https://doi.org/10.1007/s10671-020-09276-4
Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program’s response to COVID-19. Journal of Education for Teaching, 46(4), 472–483. https://doi.org/10.1080/02607476.2020.1801330
Ravet, J., & Mtika, P. (2024). Educational inclusion in resource-constrained contexts: A study of rural primary schools in Cambodia. International Journal of Inclusive Education, 28(1), 16–37. https://doi.org/10.1080/13603116.2021.1916104
Reimers, F. M. (2022). Learning from a pandemic: The impact of COVID-19 on education around the world. In F. M. Reimers (Ed.), Primary and secondary education during COVID-19 (pp. 1–37). Springer International Publishing. https://doi.org/10.1007/978-3-030-81500-4_1
Ribeiro, L. M., Cunha, R. S., Silva, M. C. A. E., Carvalho, M., & Vital, M. L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11(6), 1-17. https://doi.org/10.3390/educsci11060302
Rost, B. (2023). Defining a nation: Language, literature, and the articulation of national imaginaries in twentieth- and twenty-first-century Cambodia [Master's thesis, University of Washington]. ProQuest Dissertations & Theses. https://doi.org/10.25913/30494046
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112–158. https://doi.org/10.3102/0034654320979171
Saint, J., Fan, Y., Gašević, D., & Pardo, A. (2022). Temporally-focused analytics of self-regulated learning: A systematic review of literature. Computers and Education: Artificial Intelligence, 3, 1–22. https://doi.org/10.1016/j.caeai.2022.100060
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 1–22. https://doi.org/10.1016/j.tate.2021.103305
Sim, T., & Em, S. (2023). Blended learning: The way forward for Cambodian higher education in the post-COVID-19 pandemic. In K. Heng, K. Sol, S. Kaing, & S. Em (Eds.), Innovations and challenges in Cambodian education: Youth's perspectives (pp. 37–52). Cambodian Education Forum. https://cefcambodia.com/2023/09/18/blended-learning-the-way-forward-for-cambodian-higher-education-in-the-post-covid-19-pandemic/
Simbolon, N. E. (2021). EFL students’ perceptions of blended learning in English language course: Learning experience and engagement. Journal on English as a Foreign Language, 11(1), 152–174. https://doi.org/10.23971/jefl.v11i1.2518
Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6
Soeung, S., & Chim, V. (2022). Cambodian teachers’ perceptions of online teaching: During and beyond the COVID-19 pandemic. FIRE: Forum for International Research in Education, 7(3), 38–53. https://doi.org/10.32865/fire202273291
Sok, S., & Bunry, R. (2021). Internationalization of higher education in Cambodia: Toward an agenda for higher education development. International Journal of Comparative Education and Development, 23(3), 193–211. https://doi.org/10.1108/IJCED-08-2020-0049
Sol, K. (2023). A critical exploration of primary school teacher education in Cambodia: Perspectives from in-service teachers, pre-service teachers, and teacher trainers [Doctoral dissertation]. Graduate School of Arts and Sciences, International Christian University.
Suhendi, A., Purwarno, P., & Chairani, S. (2021). Constructivism-based teaching and learning in Indonesian education. KnE Social Sciences, 5(4), 76–89. https://doi.org/10.18502/kss.v5i4.8668
Susilowati, W. W., & Suyatno, S. (2021). Teacher competence in implementing higher-order thinking skills-oriented learning in elementary schools. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 1-14. https://doi.org/10.25273/pe.v11i1.7762
Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning. https://cir.nii.ac.jp/crid/1130008354111007110
Tarnopolsky, O. (2016). Foreign language education: Principles of teaching English to adults at commercial language schools and centers. Cogent Education, 3(1), 1–18. https://doi.org/10.1080/2331186X.2015.1135771
Teo, T. C. (2021). Understanding the concepts of digital learning approaches: An empirical analysis of schools in developing countries. Journal of Applied Learning & Teaching, 4(1). https://doi.org/10.37074/jalt.2021.4.1.18
Theodosiou, N. A., & Corbin, J. D. (2020). Redesign your in‐person course for online: Creating connections and promoting engagement for better learning. Ecology and Evolution, 10(22), 1–12. https://doi.org/10.1002/ece3.6844
Tsamados, A., Aggarwal, N., Cowls, J., Morley, J., Roberts, H., Taddeo, M., & Floridi, L. (2021). The ethics of Algorithms: Key problems and solutions. In L. Floridi (Ed.), Ethics, governance, and policies in artificial intelligence (pp. 97–123). Springer. https://doi.org/10.1007/978-3-030-81907-1_8
Tuong, V. V., Magis-Weinberg, L., Jansen, B. R. J., Van Atteveldt, N., Janssen, T. W. P., Lee, N. C., Van Der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71. https://doi.org/10.1007/s10648-021-09616-7
Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
Um, K. (2021). Life afterward: Recovering life after social death in post-genocide Cambodia. UNESCO.
Un, L., & Sok, S. (2022). Higher education policy and project intervention in Cambodia: Its development discourse. In V. McNamara & M. Hayden (Eds.), Education in Cambodia (pp. 215–239). Springer. https://doi.org/10.1007/978-981-16-8213-1_12
Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: Systematic review and meta-analysis. Journal of Medical Internet Research, 22(8), 1–19. https://doi.org/10.2196/16504
Vann, M., & Ziguras, C. (2017). Stakeholder views of quality assurance in Cambodian higher education. In M. Shah & Q. T. N. Do (Eds.), The rise of quality assurance in Asian higher education (pp. 1–14). Chandos Publishing. https://doi.org/10.1016/B978-0-08-100553-8.00009-4
Villanueva, J. A. R., Redmond, P., & Galligan, L. (2022). Manifestations of cognitive presence in blended learning classes of the Philippine K–12 system. Online Learning Journal, 26(1), 19-37. https://doi.org/10.24059/olj.v26i1.3021
Vireak, K., Rany, S., Bunrosy, L., & Rouet, W. (2024). Challenges and opportunities of educational technology integration in Cambodian higher education institutes: A literature review. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4849873
Williams, T., & Keo, D. (2024). Counting tigers: Estimating the number of Khmer Rouge during Democratic Kampuchea. Journal of Genocide Research, 26(3), 307–327. https://doi.org/10.1080/14623528.2023.2234180
Woodson, G. C. (2023). The mis-education of the Negro. Penguin Classics.
World Bank. (2021). Cambodia economic update: Road to recovery. World Bank. http://hdl.handle.net/10986/35783
Yang, Carter, R. A., Zhang, L., & Hunt, T. (2021). Emanant themes of blended learning in K-12 educational environments: Lessons from every student succeeds act. Computers & Education, 163, 1–12. https://doi.org/10.1016/j.compedu.2020.104116
Yang, Zhou, X., & Hu, J. (2022). Students’ preferences for seating arrangements and their engagement in cooperative learning activities in college English blended learning classrooms in higher education. Higher Education Research & Development, 41(4), 1356–1371. https://doi.org/10.1080/07294360.2021.1901667
Yung, C., Chin, P., Ban, T., & Em, S. (2024). Using different techniques and strategies to improve English reading skills: A review of literature. Cambodian Journal of Educational and Social Sciences (CJESS), 1(1), 37-48. https://doi.org/10.69496/cjess.v1i1.13
Yunjo, A. (2020). A history of instructional media, instructional design, and theories. International Journal of Technology in Education, 4(1), 1-21. https://doi.org/10.46328/ijte.35
Yurtseven, A. Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394
Zarei, S., & Mohammadi, S. (2022). Challenges of higher education related to e-learning in developing countries during COVID-19 spread: A review of the perspectives of students, instructors, policymakers, and ICT experts. Environmental Science and Pollution Research, 29(57), 1–7. https://doi.org/10.1007/s11356-021-14647-2
Zein, S., & Stroupe, R. (Eds.). (2019). English language teacher preparation in Asia: Policy, research and practice. Routledge.
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208
Zhang, W., & Bray, M. (2021). A changing environment of urban education: Historical and spatial analysis of private supplementary tutoring in China. Environment and Urbanization, 33(1), 43–62. https://doi.org/10.1177/0956247820981820
