IELTS Reading: The Rise of Remote Learning Platforms in Higher Education – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở bài

Trong những năm gần đây, The Rise Of Remote Learning Platforms In Higher Education đã trở thành một trong những chủ đề nóng hổi và thường xuyên xuất hiện trong kỳ thi IELTS Reading. Sự phát triển vượt bậc của các nền tảng học trực tuyến đã làm thay đổi hoàn toàn bộ mặt giáo dục đại học toàn cầu, đặc biệt sau đại dịch COVID-19. Chủ đề này không chỉ phản ánh xu hướng giáo dục hiện đại mà còn thường xuyên được British Council và IDP lựa chọn trong các đề thi IELTS Academic từ năm 2020 đến nay.

Qua bài viết này, bạn sẽ được trải nghiệm một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages có độ khó tăng dần từ Easy đến Hard, bao gồm đầy đủ 40 câu hỏi đa dạng giống như thi thật. Bạn sẽ làm quen với các dạng câu hỏi phổ biến như True/False/Not Given, Matching Headings, Multiple Choice, Summary Completion và nhiều dạng khác. Đặc biệt, mỗi câu hỏi đều có đáp án chi tiết kèm giải thích rõ ràng về vị trí thông tin, cách paraphrase và chiến lược làm bài hiệu quả. Ngoài ra, bạn còn được tổng hợp từ vựng quan trọng theo từng passage để nâng cao vốn từ học thuật của mình.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thực tế và rèn luyện kỹ năng quản lý thời gian hiệu quả.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test Academic kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi passage có độ dài khoảng 650-1000 từ và độ khó tăng dần. Điểm đặc biệt là bạn phải tự quản lý thời gian cho cả 3 phần, không có thời gian nghỉ giữa các passage.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó thấp, câu hỏi tương đối dễ xác định)
• Passage 2: 18-20 phút (độ khó trung bình, cần paraphrase nhiều hơn)
• Passage 3: 23-25 phút (độ khó cao, yêu cầu phân tích sâu)

Lưu ý dành 2-3 phút cuối để chuyển đáp án vào answer sheet và kiểm tra lỗi chính tả. Một lỗi chính tả nhỏ cũng có thể khiến bạn mất điểm hoàn toàn cho câu đó.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm đầy đủ các dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không được đề cập
3. Matching Headings – Nối tiêu đề với đoạn văn
4. Summary Completion – Hoàn thành đoạn tóm tắt
5. Sentence Completion – Hoàn thành câu
6. Matching Features – Nối thông tin với đặc điểm
7. Short-answer Questions – Câu hỏi trả lời ngắn

Mỗi dạng câu hỏi yêu cầu chiến lược làm bài khác nhau, vì vậy hãy đọc kỹ instructions trước khi bắt đầu.

2. IELTS Reading Practice Test

PASSAGE 1 – The Evolution of Online Learning in Universities

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The transformation of higher education through digital platforms has been one of the most significant developments in the academic world over the past two decades. What began as simple recorded lectures and basic online discussion forums has evolved into sophisticated learning management systems that can support millions of students simultaneously. Universities worldwide have recognized that remote learning platforms are no longer just an alternative to traditional classroom instruction but have become an integral component of modern education.

The early adoption of online learning platforms in universities during the late 1990s was met with considerable skepticism. Many educators questioned whether students could achieve the same learning outcomes through a computer screen as they could in a physical classroom. Traditional teaching methods had dominated higher education for centuries, and the sudden introduction of technology seemed to threaten the fundamental nature of the student-teacher relationship. However, pioneering institutions such as the Massachusetts Institute of Technology (MIT) and Stanford University began experimenting with open courseware and distance learning programs, demonstrating that quality education could be delivered effectively through digital means.

By the mid-2000s, the landscape had begun to shift dramatically. The emergence of Massive Open Online Courses (MOOCs) revolutionized access to higher education. Platforms like Coursera, edX, and Udacity partnered with prestigious universities to offer courses to anyone with an internet connection, often at no cost. This democratization of education meant that a student in rural India could take the same computer science course as someone enrolled at Harvard University. The barrier to entry for quality education was significantly reduced, though challenges such as completion rates and credential recognition remained.

The COVID-19 pandemic of 2020 served as an unprecedented catalyst for the adoption of remote learning platforms. Almost overnight, universities had to transition their entire operations online. What might have taken a decade of gradual change occurred in a matter of weeks. Institutions that had been resistant to digital transformation were forced to embrace it, leading to rapid innovations in virtual classroom technologies. Tools like Zoom, Microsoft Teams, and Google Classroom became household names. Universities invested heavily in learning management systems such as Canvas, Blackboard, and Moodle, which integrated video conferencing, assignment submission, grading systems, and student collaboration spaces into single platforms.

This forced experiment revealed both the potential and limitations of remote learning. On one hand, students appreciated the flexibility that online platforms provided. They could review recorded lectures multiple times, participate in discussions at their own pace, and access course materials from anywhere in the world. International students facing visa restrictions could continue their education without interruption. Students with disabilities or health conditions that made attending physical classes difficult found online learning to be more accessible and inclusive.

However, the transition also highlighted significant challenges. Many students struggled with technological barriers, including unreliable internet connections and inadequate devices. The lack of face-to-face interaction affected student engagement and mental health. Practical subjects such as laboratory sciences, performing arts, and clinical medicine proved difficult to teach effectively in a purely virtual environment. Assessment integrity became a major concern, as online exams raised questions about academic honesty and the validity of credentials.

Despite these challenges, the pandemic accelerated developments that are likely to have lasting impacts on higher education. Universities have realized that a hybrid model – combining the best elements of in-person and online learning – may offer the most effective approach. This blended learning strategy allows institutions to reach more students, reduce infrastructure costs, and provide greater flexibility while maintaining the valuable aspects of campus life and direct human interaction. Research has shown that carefully designed online courses with appropriate support structures can produce learning outcomes comparable to or even better than traditional classroom instruction.

Looking forward, the continued evolution of remote learning platforms seems inevitable. Artificial intelligence is beginning to play a role in personalizing learning experiences, with adaptive systems that adjust content difficulty based on individual student performance. Virtual reality and augmented reality technologies promise to create immersive learning environments that could replicate laboratory experiments or historical events. Blockchain technology may provide secure, verifiable digital credentials that employers trust. As these technologies mature, the distinction between online and traditional education may become increasingly meaningless, with both approaches merging into a more flexible, accessible, and effective system for higher learning.

Questions 1-5

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Universities in the late 1990s unanimously embraced online learning platforms from the beginning.
2. MIT and Stanford University were among the first institutions to experiment with digital education delivery.
3. MOOCs made it possible for people without university enrollment to access courses from top universities.
4. The COVID-19 pandemic caused universities to adopt remote learning technologies more slowly than expected.
5. Some students with disabilities found online learning more accessible than traditional classroom settings.

Questions 6-9

Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

6. In the early 2000s, platforms like Coursera and edX worked with __ to provide free online courses.
7. During the pandemic, universities had to make a complete transition to online operations in __.
8. Students valued the ability to watch __ more than once to better understand the material.
9. Subjects involving laboratory work and clinical practice were __ to teach in a completely virtual format.

Questions 10-13

Choose the correct letter, A, B, C, or D.

10. According to the passage, what was the main concern about early online education?

    • A) It was too expensive to implement
    • B) Students might not learn as effectively as in traditional classrooms
    • C) Technology was not advanced enough
    • D) Universities lacked qualified instructors

11. What does the passage suggest about MOOC completion rates?

    • A) They were higher than traditional courses
    • B) They were not a significant issue
    • C) They presented ongoing challenges
    • D) They improved dramatically after 2020

12. The “hybrid model” mentioned in the passage refers to:

    • A) Courses that use multiple textbooks
    • B) Programs combining online and in-person elements
    • C) Classes taught by two instructors
    • D) Universities with multiple campuses

13. According to the passage, future developments in online learning will likely include:

    • A) A complete replacement of traditional universities
    • B) Technologies that create personalized and immersive experiences
    • C) Lower costs for all students
    • D) Mandatory online education for all subjects

---

PASSAGE 2 – Pedagogical Challenges and Opportunities in Virtual Classrooms

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The rapid proliferation of remote learning platforms in higher education has necessitated a fundamental reconceptualization of pedagogical approaches. While technology provides the infrastructure for delivering content at scale, the efficacy of online education ultimately depends on how effectively instructors can facilitate meaningful learning experiences in virtual environments. This challenge has prompted extensive research into what constitutes effective online pedagogy and how traditional teaching methodologies must be adapted or entirely reimagined for digital contexts.

One of the most critical distinctions between face-to-face instruction and online learning lies in the nature of student engagement. In a physical classroom, instructors can read non-verbal cues – facial expressions, body language, levels of attention – and adjust their teaching accordingly. This immediate feedback loop becomes significantly attenuated in virtual environments, particularly in asynchronous learning contexts where students access materials at different times. Research by cognitive scientist Michelle Miller has demonstrated that online learners experience what she terms “cognitive load” differently than their in-person counterparts. The multitasking temptations inherent in digital environments, combined with the lack of social accountability that comes from being physically present in a classroom, can significantly impact attention span and information retention.

To address these challenges, education researchers have identified several evidence-based strategies that enhance online learning effectiveness. The concept of “social presence” – the degree to which participants in online courses feel connected to their instructors and peers – has emerged as a critical predictor of both satisfaction and learning outcomes. Instructors who regularly incorporate synchronous video discussions, create opportunities for informal interaction, and provide personalized feedback help establish this sense of connection. The Community of Inquiry framework, developed by Randy Garrison and colleagues, posits that effective online education requires the intersection of three essential elements: cognitive presence (the extent to which learners can construct meaning), social presence, and teaching presence (the design, facilitation, and direction of cognitive and social processes).

Giảng viên đại học đang sử dụng nền tảng học trực tuyến hiện đại tương tác với sinh viên qua video

The asynchronous nature of many online courses presents both constraints and affordances. While students lose the structured scheduling of traditional classes, they gain flexibility to engage with materials when they are most mentally receptive. However, this flexibility can become problematic without appropriate scaffolding. Studies have shown that successful online learners tend to possess strong self-regulation skills – the ability to set goals, monitor their progress, and adjust their strategies accordingly. Universities have responded by developing orientation programs and embedded support systems that help students develop these competencies. Some institutions have implemented “early warning systems” that use analytics to identify students who may be struggling based on their engagement patterns, allowing for timely intervention.

Assessment in online environments raises particularly thorny questions about academic integrity and the validity of learning measurement. Traditional proctored examinations are difficult to administer remotely without invasive surveillance technologies that raise privacy concerns. This challenge has prompted many educators to reconsider their assessment strategies entirely. There has been a shift toward authentic assessment methods that emphasize applied skills and higher-order thinking rather than rote memorization. Project-based assessments, collaborative problem-solving tasks, and portfolio-based evaluation are increasingly common in online courses. These approaches not only make academic dishonesty more difficult but also provide more meaningful measures of student learning that align with real-world applications.

The concept of “presence” in online education extends beyond social connection to include what researchers call “teacher immediacy” – behaviors that reduce psychological distance between instructors and students. This can be cultivated through seemingly minor practices: using students’ names in written feedback, sharing appropriate personal anecdotes, responding promptly to questions, and creating video content that feels conversational rather than lecture-style. Research indicates that students who perceive their instructors as more immediate report higher satisfaction, increased motivation, and better learning outcomes. Tương tự như the rise of e-learning in higher education, những chiến lược này đã chứng minh tầm quan trọng trong việc nâng cao chất lượng giáo dục trực tuyến.

The technological infrastructure supporting remote learning continues to evolve, with platforms incorporating increasingly sophisticated features designed to address pedagogical challenges. Learning analytics dashboards provide instructors with granular data about student engagement, allowing for data-informed interventions. Adaptive learning systems use algorithms to customize content delivery based on individual student performance and learning patterns. Gamification elements – badges, leaderboards, progress bars – tap into motivational psychology to sustain engagement. However, critics warn against technological determinism, arguing that tools alone cannot compensate for poor instructional design or inadequate faculty training.

Perhaps the most significant long-term implication of the shift toward remote learning platforms concerns educational equity. While online education has the potential to democratize access to higher learning, it can also exacerbate existing disparities. The “digital divide” encompasses not just access to devices and connectivity but also digital literacy – the skills needed to navigate online learning environments effectively. Students from disadvantaged backgrounds may lack quiet study spaces, reliable technology, or previous experience with self-directed learning. Universities committed to equity must therefore invest not just in platform technology but in comprehensive support services – technical assistance, academic coaching, mental health resources – that recognize the diverse needs of their online student populations. Để hiểu rõ hơn về how does the digital divide affect educational equity, cần phải xem xét toàn diện các yếu tố xã hội và kinh tế.

Questions 14-18

Choose the correct letter, A, B, C, or D.

14. According to the passage, what is the main difference between traditional and online classrooms?

    • A) Online classes are always recorded
    • B) Instructors cannot easily assess student understanding in virtual settings
    • C) Traditional classrooms use less technology
    • D) Online learning is more expensive

15. The concept of “cognitive load” in online learning refers to:

    • A) The amount of homework assigned
    • B) How differently students process information in digital environments
    • C) The weight of laptop computers
    • D) Technical difficulties with internet connections

16. According to the Community of Inquiry framework, effective online education requires:

    • A) Expensive technology platforms
    • B) Only cognitive presence
    • C) The combination of cognitive, social, and teaching presence
    • D) Face-to-face meetings at least once per semester

17. What does the passage suggest about self-regulation skills?

    • A) All students naturally possess them
    • B) They are unnecessary in online learning
    • C) They are important predictors of success in online courses
    • D) They cannot be developed through training

18. The shift toward “authentic assessment” in online education emphasizes:

    • A) Traditional proctored exams
    • B) Multiple-choice questions
    • C) Applied skills and critical thinking
    • D) Memorization of facts

Questions 19-23

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Online learning presents unique challenges for student engagement due to the absence of (19) __ that instructors normally use to gauge understanding in physical classrooms. To improve effectiveness, research has identified “social presence” as crucial – this refers to how (20) __ participants feel to each other in virtual courses. Universities have developed (21) __ that use data to identify struggling students early. Regarding assessment, many educators now favor (22) __ methods that focus on real-world applications rather than memorization. Finally, the concept of (23) __ describes instructor behaviors that reduce psychological distance from students.

Questions 24-26

Do the following statements agree with the information given in the passage?

Write:

• YES if the statement agrees with the views of the writer
• NO if the statement contradicts the views of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

24. Technology alone can solve all pedagogical challenges in online education.
25. The digital divide affects not only access to devices but also students’ ability to learn effectively online.
26. All universities have successfully addressed equity issues in their online programs.

---

PASSAGE 3 – The Socioeconomic and Institutional Implications of Remote Learning Expansion

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The accelerated adoption of remote learning platforms in higher education represents far more than a technological transition; it constitutes a paradigmatic shift with profound implications for the economic models, institutional structures, and social functions of universities. As these platforms mature and become increasingly sophisticated, they are catalyzing fundamental questions about the value proposition of traditional higher education, the credentialing systems that have long governed professional entry, and the role of universities as sites of social mobility and cultural reproduction. Understanding these broader implications requires examining how remote learning intersects with labor market dynamics, globalization trends, and evolving conceptions of knowledge production and dissemination.

From an institutional economics perspective, remote learning platforms introduce significant disruptive pressures on the traditional university cost structure. Physical universities operate under what economists call “cost disease” – a phenomenon identified by William Baumol wherein labor-intensive services experience rising costs over time because productivity gains in such sectors lag behind those in manufacturing and technology. Traditional higher education, with its faculty salaries, campus infrastructure, and administrative overhead, exemplifies this challenge. The economies of scale possible through digital platforms – where a single course can serve thousands of students with minimal marginal cost per additional learner – present an apparently compelling alternative. This has led to predictions of market consolidation, wherein a relatively small number of institutions offering high-quality online programs could capture substantial market share, potentially undercutting the financial viability of regional universities and colleges.

However, such technologically deterministic predictions often underestimate the multifaceted nature of what universities provide. Higher education institutions serve functions that extend well beyond content delivery. They act as credentialing bodies whose reputational capital signals graduate quality to employers; as networking hubs that facilitate social capital formation critical for career advancement; and as liminal spaces where young adults undergo significant psychosocial development while transitioning to independence. The residential college experience – with its extracurricular activities, informal peer learning, and identity formation opportunities – creates value that purely virtual alternatives struggle to replicate. Research in organizational sociology suggests that the signaling function of elite university degrees depends partially on their exclusivity and the shared experiences they represent, neither of which translates straightforwardly to mass online education.

Sinh viên quốc tế đang tham gia khóa học đại học trực tuyến trên nền tảng học tập hiện đại

The credentialing dilemma represents perhaps the most consequential long-term challenge for online education expansion. Traditional degrees derive their value from institutional reputation accumulated over decades or centuries, rigorous admission standards, and demonstrated graduate outcomes. As remote learning enables new providers – including technology companies and industry consortia – to offer educational credentials, the question arises: will employers accord these alternative certifications the same recognition as traditional degrees? Some sectors have begun accepting competency-based credentials from online boot camps and professional certification programs, particularly in rapidly evolving fields like software development and data science where specific skills matter more than pedigree. However, professions with strong regulatory frameworks and established educational pipelines – medicine, law, engineering – maintain more rigid credentialing requirements that preserve traditional universities’ gatekeeping role.

The globalization of higher education through remote platforms introduces complex geopolitical dimensions. Elite Western universities offering online programs can now recruit students globally without the visa complications and infrastructure constraints of physical campuses. This creates opportunities for knowledge diffusion and capacity building in regions with limited local higher education options. However, it also raises concerns about educational imperialism – the homogenization of curricula around Western models and the potential marginalization of local knowledge systems and pedagogical traditions. Một ví dụ chi tiết về the role of education in preserving indigenous cultures cho thấy những thách thức trong việc cân bằng giữa tiếp cận giáo dục hiện đại và bảo tồn giá trị văn hóa bản địa. Critics argue that the expansion of branded online programs from prestigious institutions may undermine efforts to develop robust local higher education ecosystems in developing economies, creating instead a dependent relationship wherein educational credentials and standards are externally determined.

The labor market implications of remote learning expansion intertwine with broader debates about automation, skill obsolescence, and the future of work. Proponents argue that flexible online education enables continuous reskilling and professional development throughout careers – increasingly necessary as technological change accelerates and job tenures shorten. The ability to acquire new competencies while maintaining employment, without relocating or sacrificing income, represents a significant advantage over traditional full-time degree programs. This aligns with emerging policy frameworks around “lifelong learning” that conceptualize education as an ongoing process rather than a discrete phase preceding workforce entry. Đối với những ai quan tâm đến the role of technology in enhancing productivity, việc liên tục cập nhật kỹ năng thông qua học tập trực tuyến trở nên vô cùng quan trọng trong bối cảnh công nghệ phát triển nhanh chóng.

However, the transition to credentials based primarily on demonstrated competencies rather than institutional affiliation could have stratifying effects. Students from privileged backgrounds possess not only better access to technology and preparatory education but also the cultural capital and social networks that help translate credentials into opportunities. Research in educational sociology demonstrates that employer hiring practices often rely heavily on pedigree and social connections rather than purely meritocratic assessment of capabilities. Without the reputational halo of established institutions, graduates of online programs – particularly those from non-elite providers – may face labor market discrimination, potentially exacerbating rather than alleviating educational inequality.

The epistemological dimensions of remote learning expansion deserve attention as well. Universities have historically served as sites of knowledge creation through research, not merely knowledge transmission through teaching. The collegiate model of education, with its emphasis on residential learning communities and disciplinary specialization, emerged from particular assumptions about how expertise develops and intellectual innovation occurs. Some scholars argue that the serendipitous interactions and intensive mentorship characteristic of physical campuses cannot be adequately replicated in virtual environments, potentially impacting not just student learning but the generative capacity of academic disciplines themselves. Conversely, others suggest that digital platforms might democratize certain forms of knowledge production by enabling distributed collaboration and reducing barriers to scholarly communication.

The trajectory of remote learning in higher education will ultimately depend on how institutions navigate these complex trade-offs between accessibility and quality, efficiency and comprehensiveness, innovation and proven models. Rather than a wholesale displacement of traditional universities, the most likely outcome involves differentiation – with institutions occupying distinct market niches based on their particular value propositions. Research-intensive universities might maintain primarily residential models while leveraging technology for specific programs; regional comprehensive universities might adopt extensive hybrid formats; and specialized providers might focus entirely on online professional credentials. This heterogeneous landscape could, if properly structured with attention to equity and quality, offer students more pathways to higher learning while preserving the valuable functions that traditional institutions perform. Để thực hiện điều này hiệu quả, cần có how collaborative projects promote cross-cultural understanding trong môi trường học tập đa dạng này.

Questions 27-31

Choose the correct letter, A, B, C, or D.

27. According to the passage, Baumol’s “cost disease” in higher education refers to:

    • A) Increasing illness among university students
    • B) Rising costs due to slow productivity improvements in labor-intensive sectors
    • C) Diseases spread through campus dormitories
    • D) The declining quality of online education

28. The passage suggests that the value of elite university degrees depends partly on:

    • A) The cost of tuition
    • B) The size of the campus
    • C) Their exclusivity and shared student experiences
    • D) The number of online courses offered

29. What does the passage indicate about alternative credentials from technology companies?

    • A) They are universally accepted by all employers
    • B) They are completely rejected by the job market
    • C) Some sectors, particularly technology fields, are beginning to recognize them
    • D) They are more valuable than traditional university degrees

30. The term “educational imperialism” in the passage refers to:

    • A) Universities opening campuses in foreign countries
    • B) The potential dominance of Western educational models globally
    • C) Government control of education systems
    • D) Student exchange programs

31. According to the passage, what is a potential negative effect of competency-based credentialing?

    • A) It requires too much student effort
    • B) It costs more than traditional degrees
    • C) Graduates without prestigious institutional affiliation may face employment discrimination
    • D) It takes longer to complete than traditional programs

Questions 32-36

Complete each sentence with the correct ending, A-H, below.

Write the correct letter, A-H.

32. Remote learning platforms enable economies of scale because
33. Traditional universities serve as networking hubs that
34. The credentialing function of universities is challenged when
35. Critics of educational globalization worry that
36. The concept of lifelong learning suggests that

A. students need to continuously acquire new skills throughout their careers.
B. local knowledge systems may be marginalized by dominant Western curricula.
C. a single course can accommodate thousands of students with minimal additional cost.
D. facilitate social capital formation important for career advancement.
E. universities should focus only on research rather than teaching.
F. alternative providers begin offering credentials outside traditional institutions.
G. all education should be provided free of charge.
H. physical campuses are completely unnecessary.

Questions 37-40

Do the following statements agree with the claims of the writer in the passage?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

37. Technology companies will completely replace traditional universities within the next decade.
38. The residential college experience provides developmental value that purely virtual alternatives struggle to replicate.
39. All employers now use purely meritocratic assessment methods when hiring graduates.
40. The future of higher education will likely involve different types of institutions serving distinct purposes rather than one model replacing all others.

---

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. prestigious universities
7. a matter of weeks / weeks
8. recorded lectures
9. difficult to teach / hard to teach
10. B
11. C
12. B
13. B

PASSAGE 2: Questions 14-26

14. B
15. B
16. C
17. C
18. C
19. non-verbal cues
20. connected
21. early warning systems
22. authentic assessment
23. teacher immediacy
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. C
33. D
34. F
35. B
36. A
37. NOT GIVEN
38. YES
39. NO
40. YES

---

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: universities, late 1990s, unanimously embraced
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Câu hỏi nói rằng các trường đại học “unanimously embraced” (đồng lòng chấp nhận) online learning. Tuy nhiên, bài đọc nói “was met with considerable skepticism” (gặp phải sự hoài nghi đáng kể) và nhiều giáo viên “questioned” (đặt câu hỏi). Đây là thông tin ngược lại hoàn toàn, vì vậy đáp án là FALSE.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: MIT, Stanford University, first institutions, experiment
• Vị trí trong bài: Đoạn 2, dòng 6-9
• Giải thích: Bài đọc nói rõ “pioneering institutions such as the Massachusetts Institute of Technology (MIT) and Stanford University began experimenting with open courseware”. Từ “pioneering” được paraphrase thành “among the first” trong câu hỏi. Thông tin khớp hoàn toàn nên đáp án là TRUE.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: MOOCs, people without university enrollment, access courses, top universities
• Vị trí trong bài: Đoạn 3, dòng 2-5
• Giải thích: Bài viết nói “offer courses to anyone with an internet connection” và đề cập “a student in rural India could take the same computer science course as someone enrolled at Harvard”. Điều này chứng minh người không đăng ký học chính thức vẫn có thể truy cập khóa học từ các trường đại học hàng đầu.

Câu 4: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: COVID-19 pandemic, adopt remote learning, more slowly than expected
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: Câu hỏi nói việc áp dụng diễn ra “more slowly” (chậm hơn), nhưng bài đọc nói “What might have taken a decade of gradual change occurred in a matter of weeks” (Điều có thể mất một thập kỷ đã xảy ra trong vài tuần). Đây là thông tin trái ngược nên đáp án là FALSE.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: students with disabilities, online learning, more accessible
• Vị trí trong bài: Đoạn 5, dòng cuối
• Giải thích: Bài đọc nói rõ “Students with disabilities or health conditions that made attending physical classes difficult found online learning to be more accessible and inclusive”. Thông tin hoàn toàn khớp với câu hỏi.

Câu 6: prestigious universities

• Dạng câu hỏi: Sentence Completion
• Từ khóa: early 2000s, Coursera, edX, worked with, free online courses
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: Bài viết nói “Platforms like Coursera, edX, and Udacity partnered with prestigious universities to offer courses”. Từ “partnered with” được paraphrase thành “worked with” trong câu hỏi.

Câu 7: a matter of weeks / weeks

• Dạng câu hỏi: Sentence Completion
• Từ khóa: pandemic, complete transition, online operations
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “Almost overnight, universities had to transition their entire operations online. What might have taken a decade of gradual change occurred in a matter of weeks.”

Câu 8: recorded lectures

• Dạng câu hỏi: Sentence Completion
• Từ khóa: students valued, watch, more than once
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: “They could review recorded lectures multiple times” – từ “review” và “multiple times” được paraphrase thành “watch… more than once”.

Câu 9: difficult to teach / hard to teach

• Dạng câu hỏi: Sentence Completion
• Từ khóa: subjects, laboratory work, clinical practice, virtual format
• Vị trí trong bài: Đoạn 6, dòng 4-5
• Giải thích: “Practical subjects such as laboratory sciences, performing arts, and clinical medicine proved difficult to teach effectively in a purely virtual environment.”

Câu 10: B

• Dạng câu hỏi: Multiple Choice
• Giải thích: Đoạn 2 nói rõ “Many educators questioned whether students could achieve the same learning outcomes through a computer screen” – đây là mối quan tâm chính về hiệu quả học tập.

Câu 11: C

• Dạng câu hỏi: Multiple Choice
• Giải thích: Đoạn 3 đề cập “challenges such as completion rates and credential recognition remained” – điều này cho thấy đây là vấn đề đang tồn tại.

Câu 12: B

• Dạng câu hỏi: Multiple Choice
• Giải thích: Đoạn 7 giải thích rõ “hybrid model – combining the best elements of in-person and online learning” và “blended learning strategy”.

Câu 13: B

• Dạng câu hỏi: Multiple Choice
• Giải thích: Đoạn cuối nói về AI personalizing learning, VR/AR creating immersive environments – đây là các công nghệ tạo trải nghiệm cá nhân hóa và nhập vai.

Học viên IELTS đang làm bài thi Reading trên máy tính với đáp án và giải thích chi tiết

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, câu đầu tiên
• Giải thích: “In a physical classroom, instructors can read non-verbal cues… This immediate feedback loop becomes significantly attenuated in virtual environments” – điều này chỉ ra rằng giảng viên không thể dễ dàng đánh giá sự hiểu biết của sinh viên trong môi trường trực tuyến.

Câu 15: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2
• Giải thích: “online learners experience what she terms ‘cognitive load’ differently than their in-person counterparts” – đề cập đến cách xử lý thông tin khác biệt trong môi trường số.

Câu 16: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3, cuối đoạn
• Giải thích: Framework yêu cầu “intersection of three essential elements: cognitive presence, social presence, and teaching presence”.

Câu 17: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 4
• Giải thích: “successful online learners tend to possess strong self-regulation skills” – chỉ ra đây là yếu tố dự đoán thành công.

Câu 18: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 5
• Giải thích: “shift toward authentic assessment methods that emphasize applied skills and higher-order thinking rather than rote memorization”.

Câu 19: non-verbal cues

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 2
• Giải thích: “instructors can read non-verbal cues – facial expressions, body language, levels of attention”

Câu 20: connected

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 3
• Giải thích: “social presence – the degree to which participants in online courses feel connected to their instructors and peers”

Câu 21: early warning systems

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 4
• Giải thích: “Some institutions have implemented ‘early warning systems’ that use analytics to identify students who may be struggling”

Câu 22: authentic assessment

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 5
• Giải thích: “shift toward authentic assessment methods that emphasize applied skills”

Câu 23: teacher immediacy

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 6
• Giải thích: “what researchers call ‘teacher immediacy’ – behaviors that reduce psychological distance”

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 7
• Giải thích: Bài viết nói “critics warn against technological determinism, arguing that tools alone cannot compensate for poor instructional design” – rõ ràng trái với quan điểm trong câu hỏi.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 8
• Giải thích: “The ‘digital divide’ encompasses not just access to devices and connectivity but also digital literacy” – khớp hoàn toàn với câu hỏi.

Câu 26: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài đọc chỉ nói về những gì các trường “must” làm nhưng không khẳng định tất cả đã thành công giải quyết vấn đề.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài viết giải thích rõ “cost disease” là “labor-intensive services experience rising costs over time because productivity gains in such sectors lag behind those in manufacturing and technology”.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3
• Giải thích: “the signaling function of elite university degrees depends partially on their exclusivity and the shared experiences they represent”

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 4
• Giải thích: “Some sectors have begun accepting competency-based credentials from online boot camps and professional certification programs, particularly in rapidly evolving fields like software development”

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 5
• Giải thích: “concerns about educational imperialism – the homogenization of curricula around Western models and the potential marginalization of local knowledge systems”

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 7
• Giải thích: “Without the reputational halo of established institutions, graduates of online programs – particularly those from non-elite providers – may face labor market discrimination”

Câu 32: C

• Dạng câu hỏi: Matching Sentence Endings
• Giải thích: Đoạn 2 nói “economies of scale possible through digital platforms – where a single course can serve thousands of students with minimal marginal cost per additional learner”

Câu 33: D

• Dạng câu hỏi: Matching Sentence Endings
• Giải thích: Đoạn 3 nói universities act “as networking hubs that facilitate social capital formation critical for career advancement”

Câu 34: F

• Dạng câu hỏi: Matching Sentence Endings
• Giải thích: Đoạn 4 thảo luận về thách thức khi “new providers – including technology companies and industry consortia – to offer educational credentials”

Câu 35: B

• Dạng câu hỏi: Matching Sentence Endings
• Giải thích: Đoạn 5 nói “Critics argue” về “homogenization of curricula around Western models and the potential marginalization of local knowledge systems”

Câu 36: A

• Dạng câu hỏi: Matching Sentence Endings
• Giải thích: Đoạn 6 giải thích lifelong learning “conceptualize education as an ongoing process” và “continuous reskilling”

Câu 37: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài viết không đưa ra dự đoán cụ thể về thời gian hay khả năng thay thế hoàn toàn như vậy.

Câu 38: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 3
• Giải thích: “The residential college experience – with its extracurricular activities, informal peer learning, and identity formation opportunities – creates value that purely virtual alternatives struggle to replicate”

Câu 39: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 7
• Giải thích: “Research in educational sociology demonstrates that employer hiring practices often rely heavily on pedigree and social connections rather than purely meritocratic assessment” – trái với câu hỏi.

Câu 40: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn cuối
• Giải thích: “Rather than a wholesale displacement of traditional universities, the most likely outcome involves differentiation – with institutions occupying distinct market niches” – khớp hoàn toàn với câu hỏi.

---

5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
significant developments	noun phrase	/sɪɡˈnɪfɪkənt dɪˈveləpmənt/	Những phát triển đáng kể	“one of the most significant developments in the academic world”	significant progress, significant change
sophisticated	adj	/səˈfɪstɪkeɪtɪd/	Phức tạp, tinh vi	“sophisticated learning management systems”	sophisticated technology, sophisticated approach
integral component	noun phrase	/ˈɪntɪɡrəl kəmˈpoʊnənt/	Thành phần không thể thiếu	“have become an integral component of modern education”	integral part, integral element
skepticism	noun	/ˈskeptɪsɪzəm/	Sự hoài nghi	“was met with considerable skepticism”	face skepticism, overcome skepticism
pioneering institutions	noun phrase	/ˌpaɪəˈnɪrɪŋ ˌɪnstɪˈtuːʃənz/	Các tổ chức tiên phong	“pioneering institutions such as MIT”	pioneering work, pioneering research
democratization	noun	/dɪˌmɑːkrətaɪˈzeɪʃən/	Sự dân chủ hóa	“This democratization of education”	democratization of knowledge, democratization of access
unprecedented catalyst	noun phrase	/ʌnˈpresɪdentɪd ˈkætəlɪst/	Chất xúc tác chưa từng có	“served as an unprecedented catalyst”	unprecedented change, unprecedented growth
resistant to	adj phrase	/rɪˈzɪstənt tuː/	Kháng cự, chống lại	“resistant to digital transformation”	resistant to change, resistant to innovation
flexibility	noun	/ˌfleksəˈbɪləti/	Sự linh hoạt	“students appreciated the flexibility”	offer flexibility, provide flexibility
technological barriers	noun phrase	/ˌteknəˈlɑːdʒɪkəl ˈbæriərz/	Rào cản công nghệ	“struggled with technological barriers”	overcome barriers, face barriers
hybrid model	noun phrase	/ˈhaɪbrɪd ˈmɑːdl/	Mô hình lai, kết hợp	“a hybrid model – combining the best elements”	hybrid approach, hybrid system
immersive learning environments	noun phrase	/ɪˈmɜːrsɪv ˈlɜːrnɪŋ ɪnˈvaɪrənmənts/	Môi trường học tập nhập vai	“create immersive learning environments”	immersive experience, immersive technology

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
reconceptualization	noun	/ˌriːkənˌseptʃuəlaɪˈzeɪʃən/	Sự hình thành lại khái niệm	“necessitated a fundamental reconceptualization”	require reconceptualization, undergo reconceptualization
pedagogical approaches	noun phrase	/ˌpedəˈɡɑːdʒɪkəl əˈproʊtʃɪz/	Phương pháp sư phạm	“reconceptualization of pedagogical approaches”	innovative approaches, effective approaches
efficacy	noun	/ˈefɪkəsi/	Hiệu quả, hiệu lực	“the efficacy of online education”	demonstrate efficacy, prove efficacy
facilitate	verb	/fəˈsɪlɪteɪt/	Tạo điều kiện thuận lợi	“facilitate meaningful learning experiences”	facilitate learning, facilitate communication
non-verbal cues	noun phrase	/nɑːn ˈvɜːrbəl kjuːz/	Dấu hiệu phi ngôn ngữ	“can read non-verbal cues”	interpret cues, respond to cues
attenuated	adj	/əˈtenjueɪtɪd/	Bị suy yếu, giảm bớt	“becomes significantly attenuated”	attenuated effect, attenuated response
cognitive load	noun phrase	/ˈkɑːɡnətɪv loʊd/	Tải trọng nhận thức	“experience cognitive load differently”	reduce cognitive load, manage cognitive load
social presence	noun phrase	/ˈsoʊʃəl ˈprezəns/	Sự hiện diện xã hội	“concept of social presence”	establish presence, enhance presence
critical predictor	noun phrase	/ˈkrɪtɪkəl prɪˈdɪktər/	Yếu tố dự đoán quan trọng	“emerged as a critical predictor”	strong predictor, reliable predictor
self-regulation skills	noun phrase	/self ˌreɡjəˈleɪʃən skɪlz/	Kỹ năng tự điều chỉnh	“possess strong self-regulation skills”	develop skills, demonstrate skills
scaffolding	noun	/ˈskæfəldɪŋ/	Sự hỗ trợ học tập	“without appropriate scaffolding”	provide scaffolding, instructional scaffolding
authentic assessment	noun phrase	/ɔːˈθentɪk əˈsesmənt/	Đánh giá thực tế	“shift toward authentic assessment”	authentic learning, authentic tasks
teacher immediacy	noun phrase	/ˈtiːtʃər ɪˈmiːdiəsi/	Sự gần gũi của giáo viên	“what researchers call teacher immediacy”	demonstrate immediacy, increase immediacy
digital literacy	noun phrase	/ˈdɪdʒɪtəl ˈlɪtərəsi/	Kiến thức số	“encompasses not just… but also digital literacy”	improve literacy, develop literacy
comprehensive support services	noun phrase	/ˌkɑːmprɪˈhensɪv səˈpɔːrt ˈsɜːrvɪsɪz/	Dịch vụ hỗ trợ toàn diện	“invest… in comprehensive support services”	provide services, offer services

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigmatic shift	noun phrase	/ˌpærədɪɡˈmætɪk ʃɪft/	Sự thay đổi mô hình, căn bản	“constitutes a paradigmatic shift”	paradigmatic change, paradigmatic transformation
value proposition	noun phrase	/ˈvæljuː ˌprɑːpəˈzɪʃən/	Đề xuất giá trị	“questions about the value proposition”	compelling proposition, unique proposition
credentialing systems	noun phrase	/krɪˈdenʃəlɪŋ ˈsɪstəmz/	Hệ thống cấp chứng chỉ	“credentialing systems that have long governed”	credentialing process, credentialing requirements
social mobility	noun phrase	/ˈsoʊʃəl moʊˈbɪləti/	Sự di chuyển xã hội (thăng tiến)	“sites of social mobility”	upward mobility, enhance mobility
disruptive pressures	noun phrase	/dɪsˈrʌptɪv ˈpreʃərz/	Áp lực gây đảo lộn	“introduce significant disruptive pressures”	disruptive innovation, disruptive technology
cost disease	noun phrase	/kɔːst dɪˈziːz/	Hiện tượng tăng chi phí	“operate under what economists call cost disease”	combat cost disease, address cost disease
economies of scale	noun phrase	/ɪˈkɑːnəmiz əv skeɪl/	Tính kinh tế theo quy mô	“economies of scale possible through digital platforms”	achieve economies of scale, benefit from economies of scale
marginal cost	noun phrase	/ˈmɑːrdʒɪnəl kɔːst/	Chi phí biên	“minimal marginal cost per additional learner”	reduce marginal cost, low marginal cost
reputational capital	noun phrase	/ˌrepjəˈteɪʃənəl ˈkæpɪtəl/	Vốn danh tiếng	“act as credentialing bodies whose reputational capital”	build capital, leverage capital
liminal spaces	noun phrase	/ˈlɪmɪnəl ˈspeɪsɪz/	Không gian chuyển tiếp	“as liminal spaces where young adults undergo”	transitional spaces, threshold spaces
psychosocial development	noun phrase	/ˌsaɪkoʊˈsoʊʃəl dɪˈveləpmənt/	Phát triển tâm lý xã hội	“undergo significant psychosocial development”	promote development, support development
gatekeeping role	noun phrase	/ˈɡeɪtkiːpɪŋ roʊl/	Vai trò kiểm soát đầu vào	“preserve traditional universities’ gatekeeping role”	maintain role, gatekeeping function
educational imperialism	noun phrase	/ˌedʒuˈkeɪʃənəl ɪmˈpɪriəlɪzəm/	Chủ nghĩa đế quốc giáo dục	“concerns about educational imperialism”	cultural imperialism, academic imperialism
homogenization	noun	/həˌmɑːdʒənaɪˈzeɪʃən/	Sự đồng nhất hóa	“the homogenization of curricula”	cultural homogenization, avoid homogenization
labor market implications	noun phrase	/ˈleɪbər ˈmɑːrkɪt ˌɪmplɪˈkeɪʃənz/	Tác động thị trường lao động	“The labor market implications of remote learning”	employment implications, economic implications
continuous reskilling	noun phrase	/kənˈtɪnjuəs riːˈskɪlɪŋ/	Sự nâng cấp kỹ năng liên tục	“enables continuous reskilling”	continuous learning, continuous improvement
stratifying effects	noun phrase	/ˈstrætɪfaɪɪŋ ɪˈfekts/	Hiệu ứng phân tầng	“could have stratifying effects”	stratifying impact, social stratification
cultural capital	noun phrase	/ˈkʌltʃərəl ˈkæpɪtəl/	Vốn văn hóa	“possess… the cultural capital”	accumulate capital, leverage capital
epistemological dimensions	noun phrase	/ɪˌpɪstəməˈlɑːdʒɪkəl daɪˈmenʃənz/	Chiều kích nhận thức luận	“The epistemological dimensions deserve attention”	epistemological questions, epistemological foundations
serendipitous interactions	noun phrase	/ˌserənˈdɪpɪtəs ˌɪntərˈækʃənz/	Tương tác tình cờ, bất ngờ	“serendipitous interactions characteristic of physical campuses”	serendipitous discovery, chance interactions

---

Kết Bài

Chủ đề “The rise of remote learning platforms in higher education” không chỉ là xu hướng giáo dục đương đại mà còn là nội dung thường xuyên xuất hiện trong kỳ thi IELTS Reading. Qua bộ đề thi mẫu hoàn chỉnh này, bạn đã được trải nghiệm ba passages với độ khó tăng dần từ Easy (Band 5.0-6.5), Medium (Band 6.0-7.5) đến Hard (Band 7.0-9.0), hoàn toàn giống với cấu trúc thi thực tế của British Council và IDP.

Bộ đề cung cấp đầy đủ 40 câu hỏi đa dạng với 7 dạng câu hỏi khác nhau: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Sentence Completion, Summary Completion, Matching Sentence Endings và Matching Features. Mỗi câu hỏi đều có đáp án chính xác kèm giải thích chi tiết về vị trí thông tin trong bài, cách paraphrase và chiến lược làm bài hiệu quả. Điều này giúp bạn không chỉ biết đáp án đúng mà còn hiểu được lý do tại sao đó là đáp án chính xác.

Phần từ vựng được tổng hợp theo từng passage với hơn 40 từ học thuật quan trọng, bao gồm phiên âm chuẩn IPA, nghĩa tiếng Việt, ví dụ từ bài và các collocation thường gặp. Đây là nguồn tài liệu quý giá giúp bạn nâng cao vốn từ vựng Academic một cách có hệ thống.

Hãy sử dụng bộ đề này như một bài thi thật: đặt thời gian 60 phút, làm bài trong điều kiện thi thực tế, sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu rõ sai lầm của mình. Luyện tập thường xuyên với các đề thi chất lượng cao như thế này sẽ giúp bạn tự tin chinh phục band điểm mục tiêu trong kỳ thi IELTS Reading thực tế.