Pub Date : 2023-04-08DOI: 10.25073/2588-1159/vnuer.4671
Do Hong Cuong, Nguyen Van Tuan, Dinh Thi Kim Thuong, Nguyen Thi Kim Son
The article presents an overview of some recent studies on the domestic and international learning ecosystem and smart learning ecosystem. Hence, we propose the need to build the foundation of an innovative learning ecosystem based on association theory that is suitable for the educational environment in Vietnam. The components of the learning innovation ecosystem are built with a close relationship between them. The role, meaning, and impact of it on students, teachers, administrators, schools, and society are discussed in detail in this article,...
{"title":"Approaches to Innovative Learning Ecosystem","authors":"Do Hong Cuong, Nguyen Van Tuan, Dinh Thi Kim Thuong, Nguyen Thi Kim Son","doi":"10.25073/2588-1159/vnuer.4671","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4671","url":null,"abstract":"The article presents an overview of some recent studies on the domestic and international learning ecosystem and smart learning ecosystem. Hence, we propose the need to build the foundation of an innovative learning ecosystem based on association theory that is suitable for the educational environment in Vietnam. The components of the learning innovation ecosystem are built with a close relationship between them. The role, meaning, and impact of it on students, teachers, administrators, schools, and society are discussed in detail in this article,...","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129766619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.25073/2588-1159/vnuer.4618
Võ Thị Huyền, Vu Trong Luong, Pham Thi Hong Nhung
International integration is an inevitable trend in every country, and English is considered the key for each individual to straightforwardly approach the knowledge treasure of humankind. This study was conducted to examine several factors that may have an influence on the English language learning outcomes of grade 12 students in Gia Lai province. With the convenient sampling method, 406 12th graders who had not graduated from high school in the province participated in the survey by voluntarily answering the questionnaire. The data were then analyzed by t-test with two independent samples and by correlation and regression analysis. Research shows that students' English learning results are influenced by factors such as self-efficacy, attitude towards English learning and anxiety about the subject. In addition, the results also show that extra classes have a positive effect on the academic performance of 12th graders in Gia Lai province.
{"title":"An Analysis on Factors Affecting English Language Learning Outcomes of the 12th-Grade Students in Gia Lai Province","authors":"Võ Thị Huyền, Vu Trong Luong, Pham Thi Hong Nhung","doi":"10.25073/2588-1159/vnuer.4618","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4618","url":null,"abstract":"International integration is an inevitable trend in every country, and English is considered the key for each individual to straightforwardly approach the knowledge treasure of humankind. This study was conducted to examine several factors that may have an influence on the English language learning outcomes of grade 12 students in Gia Lai province. With the convenient sampling method, 406 12th graders who had not graduated from high school in the province participated in the survey by voluntarily answering the questionnaire. The data were then analyzed by t-test with two independent samples and by correlation and regression analysis. Research shows that students' English learning results are influenced by factors such as self-efficacy, attitude towards English learning and anxiety about the subject. In addition, the results also show that extra classes have a positive effect on the academic performance of 12th graders in Gia Lai province.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128741945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.25073/2588-1159/vnuer.4694
Pham Quynh Anh, Nguyen Tam Uyen, Mai Thi Thuy Dung
Vietnamese education has been significantly affected by the Covid-19 pandemic, especially in the 2021-2022 academic year, as seen by the widespread use of online learning from primary through graduate levels across a variety of learning platforms. However, each platform has its own strengths and also exposes certain limitations. This article examines the effectiveness of three platforms used in e-learning for general education: Zoom, Microsoft Teams, and Canvas through the lens of 240 students from one public high school and two private high schools in Ho Chi Minh City. The study employs a mixed approach, mainly qualitative. Research results have reflected the advantages, disadvantages, and solutions to improve each software and synthesize the elements that an online learning application needs.
{"title":"The Effectiveness of Microsoft Teams, Zoom and Canvas for Students. Case Study: three High Schools in Ho Chi Minh City","authors":"Pham Quynh Anh, Nguyen Tam Uyen, Mai Thi Thuy Dung","doi":"10.25073/2588-1159/vnuer.4694","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4694","url":null,"abstract":" Vietnamese education has been significantly affected by the Covid-19 pandemic, especially in the 2021-2022 academic year, as seen by the widespread use of online learning from primary through graduate levels across a variety of learning platforms. However, each platform has its own strengths and also exposes certain limitations. This article examines the effectiveness of three platforms used in e-learning for general education: Zoom, Microsoft Teams, and Canvas through the lens of 240 students from one public high school and two private high schools in Ho Chi Minh City. The study employs a mixed approach, mainly qualitative. Research results have reflected the advantages, disadvantages, and solutions to improve each software and synthesize the elements that an online learning application needs. ","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.25073/2588-1159/vnuer.4740
Nguyen Huu Duc, Trần Thị Mai Anh, Tạ Thị Thu Hiên
A study analyzing data from an international university ranking system, a regional rating system, and quality accreditation processes revealed that challenges of Vietnamese higher education are identified in three levels: the national system, the institution level, and training programs. Analysis of the multiple datasets exposed 20 potential gaps at the educational institution and training program level assessments, which may be the reasons preventing the top five ASEAN Vietnamese higher education to further advance to higher levels. On that basis, the report proposes eight solutions to improve the quality and competitiveness of the university accreditation, ranking and rating systems.
{"title":"Vietnamese Higher Education Challenges: Quality Accreditation, Rankings and Ratings","authors":"Nguyen Huu Duc, Trần Thị Mai Anh, Tạ Thị Thu Hiên","doi":"10.25073/2588-1159/vnuer.4740","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4740","url":null,"abstract":"A study analyzing data from an international university ranking system, a regional rating system, and quality accreditation processes revealed that challenges of Vietnamese higher education are identified in three levels: the national system, the institution level, and training programs. Analysis of the multiple datasets exposed 20 potential gaps at the educational institution and training program level assessments, which may be the reasons preventing the top five ASEAN Vietnamese higher education to further advance to higher levels. On that basis, the report proposes eight solutions to improve the quality and competitiveness of the university accreditation, ranking and rating systems.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133806985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.25073/2588-1159/vnuer.4716
Trần Quang Huy, Pham Quoc Khanh, Nguyen Ngoc Tuan, Nguyen Duc Thong, L. T. Theu
In Vietnam general education curriculum 2018, a learning model called STEM education is being interested in and encouraged in teaching and learning. Choosing a STEM topic will engage students to explore knowledge. The topics which selected need to be linked to reality and have a direct impact on human life. In the era of industry 4.0, besides data science, machine learning, artificial intelligence, etc., the role of automation is indispensable. The previously developed STEM topics are quite diverse, including topics on physics, chemistry, biology, informatics, etc. However, STEM topics about automatic control field are rarely exploited to increase students' awareness of the role of automation in life in the era of technology revolution 4.0, and also enrich the topics of learning and experience in the contents of smart home, warning system, etc. in the general education program issued in 2018. In this paper, therefore, we propose a new STEM project in the field of smart models, which is the smart night-lamp. Furthermore, we use the 6E teaching model to design the teaching process, which emphasis on two elements of technical design and practice in STEM-oriented teaching. After proposing a new STEM topic and designing a teaching process according to the 6E process, we also conducted a pedagogical experiment to ensure the feasibility of the proposed topic in STEM education.
{"title":"Design and Teaching Process of Stem Project \"Smart Night-Lamp\" for High School Students","authors":"Trần Quang Huy, Pham Quoc Khanh, Nguyen Ngoc Tuan, Nguyen Duc Thong, L. T. Theu","doi":"10.25073/2588-1159/vnuer.4716","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4716","url":null,"abstract":"In Vietnam general education curriculum 2018, a learning model called STEM education is being interested in and encouraged in teaching and learning. Choosing a STEM topic will engage students to explore knowledge. The topics which selected need to be linked to reality and have a direct impact on human life. In the era of industry 4.0, besides data science, machine learning, artificial intelligence, etc., the role of automation is indispensable. The previously developed STEM topics are quite diverse, including topics on physics, chemistry, biology, informatics, etc. However, STEM topics about automatic control field are rarely exploited to increase students' awareness of the role of automation in life in the era of technology revolution 4.0, and also enrich the topics of learning and experience in the contents of smart home, warning system, etc. in the general education program issued in 2018. In this paper, therefore, we propose a new STEM project in the field of smart models, which is the smart night-lamp. Furthermore, we use the 6E teaching model to design the teaching process, which emphasis on two elements of technical design and practice in STEM-oriented teaching. After proposing a new STEM topic and designing a teaching process according to the 6E process, we also conducted a pedagogical experiment to ensure the feasibility of the proposed topic in STEM education.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127592352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.25073/2588-1159/vnuer.4700
Nguyen Hoang Minh, Nguyen Thi Minh Ngoc
It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work on motivation and autonomy in language learning, the relationship between learners' autonomy, motivation, and English speaking proficiency has not been sufficiently investigated. This article aims to explore the link between learners' autonomy, motivation, and English speaking proficiency. 200 English Foreign Language university students at Vinh university were given questionnaires to assess their autonomy and motivation in developing speaking abilities. The association between learners' autonomy, motivation, and their English speaking proficiency was determined by comparing this data to the speaking proficiency test scores. The analysis of the acquired findings revealed that learners with lower speaking grades reported being less independent than those with better English speaking proficiency. Similarly, the results indicated a correlation between learners' speaking grades and motivation levels. Some pedagogical implications thus should entail modifications to the language instruction curriculum to facilitate the development of learner autonomy and motivation.
{"title":"Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language Univerity Students in Nghe An","authors":"Nguyen Hoang Minh, Nguyen Thi Minh Ngoc","doi":"10.25073/2588-1159/vnuer.4700","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4700","url":null,"abstract":"It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work on motivation and autonomy in language learning, the relationship between learners' autonomy, motivation, and English speaking proficiency has not been sufficiently investigated. This article aims to explore the link between learners' autonomy, motivation, and English speaking proficiency. 200 English Foreign Language university students at Vinh university were given questionnaires to assess their autonomy and motivation in developing speaking abilities. The association between learners' autonomy, motivation, and their English speaking proficiency was determined by comparing this data to the speaking proficiency test scores. The analysis of the acquired findings revealed that learners with lower speaking grades reported being less independent than those with better English speaking proficiency. Similarly, the results indicated a correlation between learners' speaking grades and motivation levels. Some pedagogical implications thus should entail modifications to the language instruction curriculum to facilitate the development of learner autonomy and motivation.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130879910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.25073/2588-1159/vnuer.4724
Nguyen Tung Lam, T. N. T. Binh, Nguyen Le Minh Phương
Digital transformation in education proposed many changes in term of the formation and paradigm of teaching, assessment and evaluation in all aspects. The ability to integrate online platforms, tools, and technology solutions to increase interactivity and personalization etc. considers new opportunities and challenges for the application of online (remote) assessment and supervision platforms. As a phenomenon of online learning mode the online proctored examinations (OPE) have been considered one of the foremost online proctoring options that share the features of a real examination (paperless) in higher education institutions (HEIs) with a proctor observing examinations remotely. In teaching practice today, with online learning tendency the online proctoring (OP) interest rises for some time and accelerated by COVID-19 pandemic. Many of these online learning programs also include online assessment (online exams) that raise some of the issues and challenges associated with plagiarism and academic integrity in general. One of the ways to deal with some of these challenges is the adoption of online proctoring tools for online assessment.
{"title":"Proposed Modeling of Online Exam-Proctoring: The Case of University of Education (VNU-UED)","authors":"Nguyen Tung Lam, T. N. T. Binh, Nguyen Le Minh Phương","doi":"10.25073/2588-1159/vnuer.4724","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4724","url":null,"abstract":"Digital transformation in education proposed many changes in term of the formation and paradigm of teaching, assessment and evaluation in all aspects. The ability to integrate online platforms, tools, and technology solutions to increase interactivity and personalization etc. considers new opportunities and challenges for the application of online (remote) assessment and supervision platforms. \u0000As a phenomenon of online learning mode the online proctored examinations (OPE) have been considered one of the foremost online proctoring options that share the features of a real examination (paperless) in higher education institutions (HEIs) with a proctor observing examinations remotely. \u0000In teaching practice today, with online learning tendency the online proctoring (OP) interest rises for some time and accelerated by COVID-19 pandemic. Many of these online learning programs also include online assessment (online exams) that raise some of the issues and challenges associated with plagiarism and academic integrity in general. One of the ways to deal with some of these challenges is the adoption of online proctoring tools for online assessment.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129495010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.25073/2588-1159/vnuer.4623
Dương Mỹ Thẩm, Ta Thi Hong Lua
Self-regulated learning strategies are referred to as learning processes which students conduct independently and purposefully such as goal setting, planning, motivating, attention controlling, monitoring, and evaluating their learning. Student’s academic achievements, therefore, are supposed to be affected by their self-regulated learning strategies employment. The present study aims to investigate to what extent 90 twelfth graders use self-regulated learning strategies to learn English at a high school in Ho Chi Minh City. The quantitative data collected via a closed-ended questionnaire were statistically analyzed by means of Statistical Package for Social Sciences (SPSS) version 26 (i.e., mean and standard deviation). The findings showed that the surveyed students generally employed eight categories of self-regulated learning strategies including goal setting, planning, self-motivation, flexible use of learning strategies, attention control, self-monitoring, help seeking, and self-evaluation during their English learning. Amongst the self-regulated learning strategies categories, the goal setting strategies were the number-one category while the self-evaluation strategies were the least used category. Based on the preliminary results of this study, some pedagogical implications and recommendations for further research on the employment of self-regulated learning strategies in English as a foreign language (EFL) contexts are given.
自我调节学习策略是指学生独立地、有目的地进行的学习过程，如目标设定、计划、激励、注意力控制、监测和评估学习。因此，学生的学业成绩应该受到其自主学习策略的影响。本研究旨在调查胡志明市一所高中90名12年级学生使用自主学习策略学习英语的程度。通过封闭式问卷收集的定量数据，采用SPSS (Statistical Package for Social Sciences) version 26进行统计分析(即均值和标准差)。结果表明，被调查学生在英语学习过程中普遍采用了目标设定、计划、自我激励、灵活使用学习策略、注意控制、自我监控、求助和自我评价等八类自主学习策略。在自我调节学习策略类别中，目标设定策略的使用率最高，而自我评价策略的使用率最低。基于本研究的初步结果，本文提出了一些教学启示，并对进一步研究自主学习策略在英语作为外语语境中的应用提出了建议。
{"title":"The Employment of Self-regulated Learning Strategies in Learning English at a Ho Chi Minh City-based High School","authors":"Dương Mỹ Thẩm, Ta Thi Hong Lua","doi":"10.25073/2588-1159/vnuer.4623","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4623","url":null,"abstract":"Self-regulated learning strategies are referred to as learning processes which students conduct independently and purposefully such as goal setting, planning, motivating, attention controlling, monitoring, and evaluating their learning. Student’s academic achievements, therefore, are supposed to be affected by their self-regulated learning strategies employment. The present study aims to investigate to what extent 90 twelfth graders use self-regulated learning strategies to learn English at a high school in Ho Chi Minh City. The quantitative data collected via a closed-ended questionnaire were statistically analyzed by means of Statistical Package for Social Sciences (SPSS) version 26 (i.e., mean and standard deviation). The findings showed that the surveyed students generally employed eight categories of self-regulated learning strategies including goal setting, planning, self-motivation, flexible use of learning strategies, attention control, self-monitoring, help seeking, and self-evaluation during their English learning. Amongst the self-regulated learning strategies categories, the goal setting strategies were the number-one category while the self-evaluation strategies were the least used category. Based on the preliminary results of this study, some pedagogical implications and recommendations for further research on the employment of self-regulated learning strategies in English as a foreign language (EFL) contexts are given.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128043578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.25073/2588-1159/vnuer.4656
Nguyen Tuan Hung, N. Hoang
Action research (AR), which involve rigorous cycles of implementing and reflecting on educational changes, brings genuine values to language teaching. However, due to several factors related to school cultures and the teacher-researchers, AR does not always live up to its expectations. Generally, previous studies have steered towards instigating an awareness of AR at the expense of obtaining empirical evidence on competencies and conditions for AR. This study examines teachers’ action research competencies and challenges in doing AR. A questionnaire (70 items, α = 0.809) was administered to 105 EFL teachers in various high schools in Vietnam. Among these participants, eight partook in follow-up semi-structured interviews. Chi-square analysis confirmed that top-rated competencies aligned with the traditional roles of high school English teachers, including giving feedback, using visual aids for presentations, and self-assessment. In contrast, teachers were least sure of their research skills and techniques. Thematic analysis complemented the quantitative data, ascribing the underdeveloped research capacity to a lack of guidelines, motivation, and resources. Consequently, the practice of AR might be improved with the cultivation of a teacher research culture. Other measures to incentivize high school EFL teachers in research engagement are also discussed in this paper.
{"title":"High-school EFL Teachers’ Action Research: Evidence from Vietnam","authors":"Nguyen Tuan Hung, N. Hoang","doi":"10.25073/2588-1159/vnuer.4656","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4656","url":null,"abstract":"Action research (AR), which involve rigorous cycles of implementing and reflecting on educational changes, brings genuine values to language teaching. However, due to several factors related to school cultures and the teacher-researchers, AR does not always live up to its expectations. Generally, previous studies have steered towards instigating an awareness of AR at the expense of obtaining empirical evidence on competencies and conditions for AR. This study examines teachers’ action research competencies and challenges in doing AR. A questionnaire (70 items, α = 0.809) was administered to 105 EFL teachers in various high schools in Vietnam. Among these participants, eight partook in follow-up semi-structured interviews. Chi-square analysis confirmed that top-rated competencies aligned with the traditional roles of high school English teachers, including giving feedback, using visual aids for presentations, and self-assessment. In contrast, teachers were least sure of their research skills and techniques. Thematic analysis complemented the quantitative data, ascribing the underdeveloped research capacity to a lack of guidelines, motivation, and resources. Consequently, the practice of AR might be improved with the cultivation of a teacher research culture. Other measures to incentivize high school EFL teachers in research engagement are also discussed in this paper.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122855468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.25073/2588-1159/vnuer.4692
W. Martens, J. M. Pang, Bui Ngoc Minh Chau
Online learning increased in prominence during the Covid-19 pandemic. Hospitality education programs were not unique in their transition to online learning nor their incorporation of online instruction via learning management systems (LMS); there was, however, a pedagogical disconnect as hospitality and tourism education has historically been more task-oriented and centered on face-to-face interaction. This study aimed to identify Vietnamese hospitality and tourism students’ perceptions of their engagement in the LMS. Survey evidence revealed that students in hospitality and tourism programs with prior internet experience adapted more quickly. Although the majority of students agreed that online education facilitated remote study, they still preferred engaging in face-to-face sessions. Results additionally revealed that students believed that online learning would become a vital part of the future hospitality and tourism curricula. Thus, satisfaction with online learning is contingent upon the topic matter and the lecturer’s application and teaching talents. Findings herein have a variety of practical and theoretical consequences, notably through the theoretical distance theory, which demonstrates that results converge.
{"title":"Online Learning for Vietnamese Hospitality and Tourism University Students During a Time of Covid-19","authors":"W. Martens, J. M. Pang, Bui Ngoc Minh Chau","doi":"10.25073/2588-1159/vnuer.4692","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4692","url":null,"abstract":"Online learning increased in prominence during the Covid-19 pandemic. Hospitality education programs were not unique in their transition to online learning nor their incorporation of online instruction via learning management systems (LMS); there was, however, a pedagogical disconnect as hospitality and tourism education has historically been more task-oriented and centered on face-to-face interaction. This study aimed to identify Vietnamese hospitality and tourism students’ perceptions of their engagement in the LMS. Survey evidence revealed that students in hospitality and tourism programs with prior internet experience adapted more quickly. Although the majority of students agreed that online education facilitated remote study, they still preferred engaging in face-to-face sessions. Results additionally revealed that students believed that online learning would become a vital part of the future hospitality and tourism curricula. Thus, satisfaction with online learning is contingent upon the topic matter and the lecturer’s application and teaching talents. Findings herein have a variety of practical and theoretical consequences, notably through the theoretical distance theory, which demonstrates that results converge.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129730483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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