KEYWORDS Advices For Lecturers In Online Learning, Benefit Of Online Learning, Challenges Of Online Learning, Online Course, Online Education, Online Learning, Recommendation For Lecture
INTRODUCTION
RATIONALE
The COVID-19 pandemic has significantly altered our daily lives and perceptions of the world since early 2020, leading to a global health crisis The virus's rapid spread has prompted governments worldwide, including Vietnam, to implement social distancing measures and close non-essential businesses like gyms and theaters to curb transmission These restrictions have limited daily activities and disrupted the education of Vietnamese students, who were once actively engaged in schools and clubs In response, educational systems have increasingly adopted online learning as a viable alternative to in-person instruction While online education may not fully replace traditional classroom experiences, it has emerged as a crucial tool for continuing education and mitigating the spread of the virus.
During the pandemic, the Faculty of Foreign Language at IUH transitioned from offline to online classes to ensure students could continue their education Online education offers significant benefits, including flexibility, cost reduction, and enhanced time management While there are many advantages to online learning, students also face challenges such as limited face-to-face communication with lecturers and peers, restricted feedback, and reduced interaction, which can lead to confusion among English majors.
Recognizing the significance of online learning for English majors at IUH during the COVID-19 pandemic in Vietnam, I conducted research titled “The Impact of Online Learning on Fourth-Year English Majors at IUH during the COVID-19 Pandemic.” This study aims to explore the benefits and challenges of online learning during this period and provide suggestions for lecturers to address the challenges faced by English majors at IUH.
RESEARCH OBJECTIVES
To find out some benefits, challenges of the final-year English majored students at IUH in online learning during the COVID-19 pandemic
To recommend some suggestions for the lecturers to improve the challenges in online learning during the pandemic.
RESEARCH QUESTIONS
The research follows to answer the 3 questions:
What are the benefits of online learning during the COVID-19 pandemic?
What are the challenges of online learning during the COVID-19 pandemic?
What are some suggestions for the lecturer to improve the challenges in online learning?
SCOPE OF THE STUDY
Online learning presents various challenges for students at IUH, but this research specifically focuses on the final-year English majors at IUH and their experiences with online education.
LITERATURE REVIEW
DEFINITIONS OF KEY TERMS AND CONCEPTS
2.1.1 The impact of COVID-19 on education:
The COVID-19 pandemic has created unprecedented challenges globally, resulting in millions of deaths and significant threats to public health, food systems, and occupational safety It has led to severe economic and social devastation, prompting many countries to implement restrictive measures like lockdowns and stay-at-home orders Nearly half of the world's 3.3 billion workers are at risk of job loss, leaving many unable to provide food for their families The pandemic has particularly impacted various industries, with the education sector facing significant disruptions Many educational institutions have closed and transitioned to virtual learning to prevent the spread of the virus, affecting over 1.2 billion children in 186 countries.
The shift to online learning has significantly transformed education, as institutions adapt to remote instruction on digital platforms The Organisation for Economic Co-operation and Development (OECD) highlights that higher education institutions have embraced technology to provide online classes, ensuring educational continuity during lockdowns In response to COVID-19, universities worldwide implemented similar measures: sending students home, closing campuses, and delivering remote instruction This necessity for online study arose from the pandemic, prompting universities to close their doors to comply with social distancing guidelines and safeguard the health of students and staff.
Online learning has rapidly become the most popular form of distance education, combining the internet with educational opportunities for skill acquisition Defined as education that occurs entirely online, it is recognized as a specific type of distance education (Bate, 2016) The U.S Department of Education Distance Learning Report (Bakia et al., 2012) emphasizes that online learning encompasses various technologies that facilitate instructional materials and enhance interactions among teachers and students With technological advancements, online learning has become a staple in university course offerings worldwide Mathes (2020) notes that it leverages the internet to deliver high-quality, student-centered learning experiences that promote productive interactions among students, peers, instructors, and content.
Online learning refers to education conducted over the internet, allowing interaction between teachers and students through various applications and emails, rather than in a physical classroom Learning Management Systems (LMS) play a crucial role in delivering course materials and facilitating assignments and communication among students and professors Over the past decade, online learning has significantly influenced post-secondary education, with a notable upward trend Research by Malhotra and Goyal (2013) indicates that while traditional teaching aids remain relevant, they have evolved with the internet, leading to the rise of e-books, e-readers, and virtual classrooms In today's fast-paced world, online education is rapidly expanding, enhancing the appeal of traditional education by enabling students to learn at their own pace and from the comfort of their homes.
2.1.2.2 The benefits of online learning:
Before the COVID-19 pandemic, many students already benefited from online learning, which offers significant advantages such as the ability to study from various locations, including home, coffee shops, or libraries (OEDb, n.d.) Gilbert (2015) emphasized that online learning allows students to choose their study times and environments, while Heap (2017) noted that it eliminates commuting, enabling more time for studying Additionally, Miller (2019) highlighted that online programs are particularly beneficial for those balancing work and education, as they provide the flexibility to learn while maintaining professional commitments Online courses are often more affordable than traditional ones, with savings on transportation and free access to some course materials (Koksal, 2020) Smith (2021) summarized the key benefits of studying at home as flexible hours, fewer distractions, cost savings, and the ability to learn at one's own pace.
E-learning offers significant cost savings compared to traditional education, making it a more affordable option According to the U.S Department of Education Distance Learning Report (Bakia et al., 2012), online learning broadens access to quality educational resources, reduces salary costs, and lowers expenses related to school facilities This accessibility allows students from remote areas or different countries to enhance their knowledge through various courses Additionally, online classes enable students to study from any location, further decreasing costs associated with transportation and meals, as they can learn from home while their parents manage daily meals.
Online learning significantly enhances the acquisition of new technical skills, as noted by Miller (2019) In collaborative projects, traditional methods like email for sharing files and updates can be cumbersome, making project management tools such as Skype essential Staying informed about emerging platforms and innovations equips you with valuable skills that can greatly benefit your career Highlighting project management experience and familiarity with various software on your resume signals to potential employers your adaptability and comfort with new technologies.
2.1.2.3 The disadvantages of online learning:
While online courses offer numerous benefits, they also present significant drawbacks that affect students Research indicates that online education faces various challenges, including a lack of student evaluations and reviews (James, 2002) Sander (2019) highlights key disadvantages such as insufficient development of communication skills, limited face-to-face interaction, the necessity for strong self-motivation and time management, potential social isolation, and restricted teacher feedback Additionally, the online learning environment can foster a carefree and distracting atmosphere, requiring educators to invest more time in creating digital materials, planning lessons, and addressing student queries (Vikash).
The online classroom faces numerous challenges that traditional classrooms can effectively address, including teacher-student interaction, face-to-face communication, and particularly the lack of feedback for students, which is widely acknowledged by researchers as a significant difficulty in online learning.
Online learning presents several disadvantages, including the potential for procrastination, challenges in content interpretation without face-to-face interaction, and a greater need for self-discipline in studying (Alexander, Truell, & Zhao, 2012) Additionally, research indicates that the limited availability of online courses can hinder students' participation in essential activities and skill development that are best conducted in traditional classroom settings (Hiranrithikorn, 2019) Specifically, English majors benefit from in-person courses such as Teaching Method 1, Teaching Method 2, and Public Speaking, where they can engage in discussions, collaborate in groups, and receive valuable feedback from instructors.
Many classes have transitioned to online formats, presenting challenges such as the difficulty of clarifying misunderstandings without the physical presence of tutors or classmates, as noted by Hughes (2021) Additionally, maintaining focus during extended online sessions can be tough Consequently, traditional classrooms remain the optimal environment for teaching and learning, allowing students to engage in hands-on subjects, interact directly with teachers, and collaborate with peers.
RESULTS OF PREVIOUS STUDIES
Gilbert's study highlights both the benefits and challenges of online learning, based on feedback from eight eleventh-grade students enrolled in an American History college course Data was gathered through an online survey and interviews, revealing that most participants appreciated the flexibility of working at their own pace and the ability to tailor their educational experience Additionally, the study noted that online learning enhances students' technological skills beyond what is typically available in traditional classrooms However, challenges such as unreliable home internet access and limited face-to-face support from instructors were also mentioned Essential traits for successful online students include a strong work ethic, effective time management, motivation, independence, and responsibility.
A study by Paudel explores the perspectives of teachers and students on the benefits, challenges, and strategies of online learning during and after COVID-19 in higher education in Nepal Utilizing three sets of closed-ended questionnaires and one open-ended questionnaire, the research surveyed 160 teachers and 120 students from five universities The findings indicate that participants viewed online education as beneficial, despite it being their first experience with fully online courses Online learning was recognized for its potential to enhance research, connect practitioners globally, provide extensive knowledge resources, and foster self-discipline However, challenges such as time management, skill gaps, unreliable internet connections, social isolation, delayed feedback, and plagiarism were also reported Additionally, key qualities for successful online education identified by participants included computer literacy, time management skills, technological preparedness, and self-motivation.
Gilbert's study explored participants' feelings about their first experience in an online education course, but it has notable limitations The research was conducted with a very small sample size, consisting of only eight students, which restricts the generalizability of the findings Additionally, the study did not include insights from teachers, who play a crucial role as online instructors Furthermore, the experiences of high school students participating in online college courses may differ significantly from those of college students Despite these limitations, the study provides valuable insights that can inform future research in the field of online education.
In his study conducted during the COVID-19 pandemic, Paudel provided valuable insights into online learning as traditional education shifted to digital platforms The research explored the perspectives of both students and teachers regarding the benefits, challenges, and strategies of online learning in Nepal's higher education system By expanding the participant range, Paudel's work addressed the limitations found in Gilbert's study, offering a more comprehensive understanding of the online learning experience during this unprecedented time.
A study involving 280 teachers and students from five universities in Nepal offers valuable insights into the preferred qualities of online education during the COVID-19 pandemic This research aims to enhance the online learning experience by gathering feedback from both educators and learners in the Nepali context.
The previous studies highlight the benefits and challenges of online learning, identifying key components and qualities essential for students in this educational format Despite some limitations, these studies contribute significantly to the research landscape of online education The COVID-19 pandemic has notably impacted Vietnamese students, particularly those in higher education While Vietnam has been relatively fortunate compared to other countries regarding the pandemic's severity, safety regulations have led to temporary school closures and a shift to online learning to protect students, lecturers, and the community.
This study, conducted at the Industrial University of Ho Chi Minh City, focuses on the perspectives of English major students from the Faculty of Foreign Language regarding online learning It aims to identify both the advantages and challenges faced by these students in the context of COVID-19 in Vietnam The research seeks to uncover their challenges and provide meaningful suggestions to enhance their online learning experience.
RESEARCH DESIGN
RESEARCH SITE AND CONTEXT
This study was conducted at the Industrial University of Ho Chi Minh City, located on Nguyen Van Bao Street in southern Vietnam Data were collected from fourth-year English majors during the second semester of the 2020-2021 academic year Established on November 11, 1956, the university has undergone eight name changes and is officially known as Ho Chi Minh City University of Industry, abbreviated as IUH It is recognized as one of the leading higher education institutions in Vietnam.
The Industrial University of Ho Chi Minh City (IUH) is dedicated to producing highly skilled human capital and technical expertise across various fields, contributing to Vietnam's societal and economic development The university provides a modern learning environment, with classrooms equipped with high-quality TVs, internet access, air conditioning, and essential furniture IUH students receive comprehensive education that includes foreign languages, computer skills, and essential soft skills such as communication, teamwork, self-learning, and research methods.
This research, conducted during the second semester of the 2020-2021 school year amid the COVID-19 pandemic, highlights the significant impact of the virus on the education sector The shift from traditional face-to-face learning to online education has posed numerous challenges for students, particularly due to social distancing measures implemented by the Vietnamese Government As a result, many students encountered difficulties participating in online classes To address these issues, the research commenced after the Tet Holiday, utilizing Microsoft Word to create questionnaires that were distributed to English Majors at IUH for data collection.
PARTICIPANTS
The completion of this study relies heavily on the contributions of final-year English Majors from the Faculty of Foreign Language at the Industrial University of Ho Chi Minh City, specifically targeting students during their second semester of the 2020-2021 academic year These students have experienced online classes due to social distancing measures, transitioning from traditional face-to-face learning to an online format This shift has revealed numerous benefits of online learning, alongside various challenges Therefore, I am confident that the participants possess valuable insights and experiences that will significantly contribute to the success of this research.
RESEARCH METHODOLOGY AND RESEARCH METHODS
This research investigates the perspectives of English major students at the Industrial University of Ho Chi Minh City regarding the advantages and disadvantages of online learning during the COVID-19 pandemic in Vietnam, in comparison to traditional face-to-face education The study also aims to provide meaningful suggestions to address the challenges faced in online education To achieve these objectives, a quantitative research approach was employed, which involves generating numerical data that can be transformed into usable statistics to quantify the issues at hand This method allows for the measurement of actions, opinions, and attitudes, enabling broad generalizations across a larger population Quantitative research is characterized by its scientific, objective, and efficient nature, making it a suitable choice for this study.
To achieve the research objectives, a questionnaire was developed using Microsoft Word to gather information from English majors at IUH who participated in at least two online classes during the COVID-19 pandemic in Vietnam The questionnaire consists of six closed-ended questions designed to assess students' opinions on the significance of online learning during this period, as well as the number of online classes they attended during social isolation Additionally, it aims to explore students' perspectives on the benefits and challenges of online learning, particularly their suggestions for overcoming these challenges The data collected provided valuable insights for both teachers and students, offering recommendations to enhance the online learning experience.
PROCEDURES
The data collection process consists of four key stages: designing the questionnaire, delivering it, collecting responses, and analyzing the data Following the onset of the COVID-19 pandemic, students faced significant challenges in their studies The information gathering from students occurred over a two-week period, from March 16th to 29th, after social distancing measures were implemented The questionnaire was designed using Microsoft Word and subsequently printed for distribution.
We distributed 120 questionnaires to fourth-year English Majors at IUH and collected the data during their break time in the classrooms The quick data collection was facilitated by the multiple-choice format of the questionnaires, allowing students to easily provide their responses.
DATA ANALYSIS
After collecting the questionnaire data, my partner and I reanalyzed and stored it in Microsoft Word While various applications are available for statistical analysis, I opted for MS Excel due to its convenience, familiarity, time-saving features, and versatility Excel not only facilitated our data analysis but also allowed us to create charts for effective data illustration and comparison This tool proves to be invaluable for organizations, particularly as more students are tasked with data analysis.
FINDINGS AND DISCUSSION
FINDINGS
Figure 4.1: The students’ perspective about the importance of online learning during COVID-
The pie chart illustrates students' views on the significance of online learning during the COVID-19 pandemic Notably, 53% of English Majors acknowledged the importance of online education, while 40% considered it generally important Only 4% of participants viewed online learning as neutral, and none deemed it "not important." These findings indicate that the majority of students hold positive opinions about online learning, recognizing its essential role in today's society.
Very importantImportantNeutralSlightly importantNot important
Figure 4.2: The number of online classes that English majored students joined in during COVID-19 pandemic
The bar chart illustrates the participation of English Majors in online classes during the COVID-19 pandemic, highlighting significant variations in attendance Notably, approximately 19 students engaged in 4 to 5 online classes, while 12 and 9 students attended 6 and 7 classes, respectively Additionally, 10 students participated in at least one online class, with 5 and 9 students opting for 2 and 3 classes, respectively Only 3 students reported attending "10 classes," "more than 10 classes," or stated they "cannot remember." Overall, every student attended at least one online class, with the majority experiencing around 4 to 5 classes, indicating a substantial level of engagement in online learning during this period.
Figure 4.3: The percentage of students' opinion in online learning affects their motivation in learning compared with traditional class during the COVID-19 pandemic
Figure 3 illustrates the impact of online learning on students' motivation during the pandemic, revealing that a significant 73% of English majors believe their motivation is influenced by this mode of education compared to traditional classes Specifically, 42% of participants strongly agree that online learning affects their motivation, while 31% simply agree Additionally, 21% of respondents remained neutral on the matter, with only 5% disagreeing and 1% strongly disagreeing with the notion that online courses impact their motivation to learn.
Strongly agree Agree Neutral Disagree Strongly disagreeThe percentage of students
Figure 4.4: The perspective of participants about the benefit of online learning during COVID-19 pandemic
The bar chart highlights the varying perspectives of English majored students on the benefits of online learning Notably, 81% of participants acknowledged that online learning ensures safety during the COVID-19 pandemic, while 78% appreciated the convenience of studying from home Additionally, 56% felt that online education enhances their technology skills, and 52% recognized its potential to reduce financial costs Furthermore, 41% believed that online learning aids in improving time management, and 27% noted that it fosters independence in learning Overall, many students perceive online learning as advantageous, especially during the transition from traditional classrooms to online formats amid social distancing measures.
COVID-19 helps to improve time management brings the ability to study at home reduces financial cost helps students to develop technology skills helps students to increase independency in learning
Figure 4.5: The perspective of participants about the challenges of online learning during COVID-19 pandemic
The bar chart highlights the challenges faced by participants in online learning courses A significant 81% of respondents identified the lack of face-to-face communication with teachers as a major issue Additionally, 71% felt that online learning fails to encourage practice-based learning, while approximately 70% of English Majors noted reduced interactions with peers Furthermore, 53% of students expressed that online learning diminishes their motivation, and 51% pointed out the limited feedback from teachers as a disadvantage Lastly, 40% of participants reported that many students struggle with technology use and applications.
The shortage of face-to-face communication with teachers
Online learning gives fewer interactions with other students
Online learning is not promote practice-based learning
Students are lack of knowledge and experiences in using technology equipments and applications
Sudents are lack of learning motivation
Figure 4.6: The suggestion of participants for lecturer to improve the challenges of online class
The bar chart illustrates the participants' suggestions for enhancing online learning experiences, revealing notable differences among five proposed improvements Notably, 72% of participants advocate for the creation of social media groups and forums to facilitate peer interaction and question-asking Additionally, 61% support the idea of offering tutorials, online demonstrations, and personalized student support prior to class commencement Furthermore, 57% of students express a desire for mini tests to aid lesson review, while 46% favor the incorporation of gamification to promote active learning Lastly, 35% of respondents suggest that teachers should utilize more effective body language during online classes.
Creating social media groups and online forums where online learners can ask questions and interact with peers
Offering tutorials, online demonstrations and personalized support for students before starting online class
Creating active activities in the learning online process: gamification
Providing more powerful body language
Providing some mini test during the online learning process to review the lesson
DISCUSSION
The COVID-19 pandemic has significantly transformed the education landscape for Vietnamese students, particularly those at the Faculty of Foreign Language at IUH, as traditional face-to-face learning shifted to an online format This study aims to explore students' perspectives on the benefits and challenges of online learning, while also gathering their suggestions for teachers to enhance the online learning experience during the social distancing measures implemented due to the Coronavirus.
Online learning during the COVID-19 pandemic offers significant benefits, including the ability for students to study from home and improved time management skills This mode of education meets the needs of a growing number of students unable to attend traditional classes Additionally, it provides flexibility for adult learners balancing work and other responsibilities These findings align with Paudel (2021), who noted that online courses allow for varied learning styles and effective time management However, these advantages were not addressed by Gilbert Furthermore, online education fosters the development of technology skills among students, a point also overlooked by Gilbert but highlighted by Paudel.
In 2021, it was highlighted that online learning equips students with practical knowledge while also offering significant financial advantages, as many participants noted its cost-effectiveness Paudel (2021) supported this view, emphasizing the financial benefits of online education, a point not addressed by Gilbert Furthermore, numerous participants expressed that online learning fosters greater independence among students, aligning with Paudel's perspective.
In light of the COVID-19 pandemic, online learning has become essential for students, particularly for English majors at IUH, with 81% recognizing its importance for safety As noted by researchers, learners benefit from the ability to work at their own pace, fostering self-discipline and independence, while the absence of constant teacher oversight encourages self-motivation Despite the abrupt transition to online education, when implemented effectively, it offers significant advantages, allowing students to continue their academic pursuits while adhering to social distancing measures mandated by the Vietnamese government With in-person classes unlikely to resume soon, online learning stands out as the optimal solution for maintaining educational continuity.
The challenges of online learning primarily stem from the lack of face-to-face communication with instructors, as noted by participants in the study This aligns with Gilber (2015), who highlighted the disadvantage of insufficient direct support from instructors in online settings Similarly, Paudel (2021) found that online courses often lack the immediate oversight that keeps students engaged with their tasks Furthermore, participants expressed concerns about the limitations in feedback from teachers, echoing Gilbert's observation that students must rely on email communication, which can lead to delays in receiving responses from professors.
Many students have reported that minimal and delayed feedback from lecturers in online learning can lead to plagiarism and cheating, as well as a lack of practice-based learning opportunities This aligns with Paudel's (2021) assertion that social isolation is a significant barrier in online education The findings indicate that online learning results in fewer interactions with peers and instructors, echoing Gilber's (2015) research on the importance of communication in the learning process Additionally, participants noted that many students struggle with technology use and lack motivation after extensive online classes Unlike traditional classrooms, which foster connections and interactions, online learning can intimidate those with limited computer skills, posing a significant challenge Furthermore, motivation remains a critical issue for online learners, influenced by various factors, yet there are strategies to enhance engagement Understanding the differences between traditional and online learning environments is essential, as each has unique advantages and disadvantages that impact student success.
Participants in the study expressed a strong desire for social media groups and online forums to facilitate interaction with professors and peers, highlighting a preference for collaborative communication over traditional email, which they found challenging This contrasts with Gilbert's (2015) findings, as students seek to combat feelings of isolation in online learning by engaging in discussions and receiving feedback Additionally, over half of the participants indicated a need for online tutorials, demos, and personalized support prior to commencing their courses, aligning with Gilbert's recommendation for timely guidance To alleviate students' concerns, lecturers can provide online lessons and one-on-one assistance, as well as host webinars to familiarize them with online learning tools A key finding of this research is the participants' request for more active learning activities, suggesting that gamification could enhance motivation and engagement in the online learning environment.
Gamification enhances student engagement and retention in online classes by making learning enjoyable It allows for effective lesson reviews at the end of class and encourages students to take tests to reinforce their understanding Lecturers should explore various websites that enable students to create exams or games for self-assessment These tests are crucial for online learners, as they provide practical application of knowledge in a virtual environment Additionally, body language plays a significant role in communication, comprising over half of effective interactions In online settings, lecturers often miss vital nonverbal cues, which can hinder their ability to gauge student interest and maintain engagement during lessons.
SUMMARY OF STUDY
This study explored the impact of online learning on students in Vietnam during the COVID-19 pandemic, focusing on their perspectives regarding the benefits and challenges faced during and after social isolation Participants, fourth-year English Majors at IUH with experience in online classes, expressed enjoyment in their online learning experiences and recognized its importance in contemporary society amid the pandemic While many students acknowledged the benefits of online learning, such as enhanced safety, improved time management, cost reduction, and the development of technology skills, they also faced challenges like limited face-to-face communication, inadequate feedback, and reduced interaction The study provided recommendations for lecturers to address these challenges, including the creation of social media groups for peer interaction, offering tutorials and personalized support, implementing mini tests for lesson review, incorporating gamification in online activities, and enhancing body language in virtual settings.
LIMITATION OF THE STUDY
The research highlights both the advantages and challenges of online learning experienced by final-year English Majors at IUH during the COVID-19 pandemic It also provides valuable student recommendations for lecturers to enhance the online education experience, while acknowledging certain limitations within the study.
Due to time constraints, the research was limited to a small sample size, consisting of only 100 final-year English Majors at IUH.
A notable limitation of this study is the absence of insights from online instructors regarding the benefits and challenges of online courses, as well as their suggestions for improvement The research primarily focused on the learners' perspectives on online education, overlooking the valuable viewpoints of educators.
Thirdly, the research could not discover the qualities that are required for students in online education
Last but not least, the research could not find out how effective the applications and the websites in the recommendations are for lecturers in online learning.
RECOMMENDATIONS
5.3.1 Recommendations for the lecturers to improve the challenges in online learning:
The research reveals the difficulties encountered by students in the Faculty of Foreign Language at IUH during the COVID-19 pandemic in Vietnam Based on these findings, several recommendations are proposed for lecturers to enhance the online learning experience.
Lecturers can enhance online learning by establishing social media groups and online forums, allowing students to ask questions and engage with peers Utilizing familiar platforms like Google Classroom, Padlet, or Facebook can facilitate this interaction These groups enable lecturers to share articles, invite student commentary, and foster peer-to-peer communication Additionally, they provide a means for lecturers to offer real-time feedback, post announcements, and encourage question-driven discussions By incorporating resources such as YouTube videos and useful websites, students can collaborate and share materials effectively, ultimately reducing challenges in the online learning environment.
To ease the transition into online learning for students with limited tech experience, educators can offer tutorials, online demonstrations, and personalized support By hosting interactive sessions on platforms like Zoom, Facebook, or YouTube, lecturers can address students' concerns and answer questions about the online learning process Additionally, instructors can guide students on how to navigate the online learning management system and relevant applications Providing tutorial videos on platforms such as YouTube or Facebook allows students to revisit the material at their convenience, enhancing their understanding and confidence in online learning.
Incorporating mini tests into the online learning process can enhance lesson review, with tools like Quizizz and Google Classroom facilitating this approach Quizizz allows lecturers to create engaging online tests that can be shared in forums and groups, promoting a competitive quiz-style learning environment where students independently answer questions This platform serves as an effective assessment tool to gauge student understanding Similarly, Google Classroom enables lecturers to design and manage tests, assignments, and grades digitally, streamlining the educational process without the need for paper It integrates with Google Calendar to track assignments and due dates, while also providing timely feedback to students through graded work and comments, ensuring accountability for on-time submissions.
Incorporating gamification into online learning is essential for maintaining student engagement, especially as remote education becomes more prevalent By utilizing gamification, lecturers can enhance the learning experience, promote skill acquisition, and foster collaboration through team-based games and competitive activities Tools like Quizizz and Kahoot! enable educators to create interactive quizzes and games that incorporate multimedia elements, making learning enjoyable and dynamic These platforms not only boost classroom interaction and motivation but also enhance students' performance and create a sense of achievement through friendly competition.
Effective body language, encompassing eye contact, facial expressions, gestures, posture, and voice tone, plays a crucial role in communication, especially in online learning environments where face-to-face interaction is limited It is essential for creating an engaging online class atmosphere, helping teachers prepare students, stimulate emotions, and improve overall teaching effectiveness By enhancing students' interest and motivation, effective body language minimizes distractions In virtual classrooms, teachers may struggle to gauge student engagement due to the mediated nature of communication; however, observing students' eye movements can provide insights into their interest levels Promptly addressing students' needs and responding specifically can effectively maintain their attention and engagement.
My study on the impact of online learning on students during the COVID-19 pandemic has limitations Consequently, further research is recommended based on the following suggestions.
Further research involving a larger sample of students and instructors is essential to accurately assess the benefits and challenges of online learning This expanded study could provide valuable insights into the perspectives of both students and lecturers, helping to identify effective strategies for overcoming challenges in online education.
This study underscores the need for further research to gather valuable tips from lecturers to enhance students' online learning experiences Additionally, it highlights the importance of soliciting recommendations from experienced online educators to inform best practices for effective online teaching, ultimately benefiting fellow lecturers and the broader academic community.
Thirdly, this study also called for further researchers to discover the qualities required for students in online education This is also an important part that my research is limited
Last but not least, this study calls for further researchers in giving out how effective of the applications and the websites in the recommendations for lecturers in online learning
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An exploratory factor analysis and reliability analysis of the Student Online Learning Readiness (SOLR) instrument was conducted by Taeho Yu at Purdue University The study aimed to create a reliable tool for measuring student readiness for online learning, focusing on key predictors of success such as learning outcomes and learner satisfaction The SOLR instrument, based on a new conceptual model, was tested for validity and reliability through Exploratory Factor Analysis (EFA) The analysis identified four factors that accounted for 66.69% of the variance among the items, with all factors demonstrating high reliability (Cronbach's alpha > 823) The final questionnaire included twenty items across three competencies: social, communication, and technical This research provides educators with insights into freshmen college students' online learning readiness and extends Tinto's social integration model to the online learning environment.
Hello, we are Tran Khanh Nhat and Doan Ngoc Bao Nhi, and we are conducting a thesis on "The Impact of Online Learning on Fourth-Year English Majors at IUH."
This survey is designed to gather data and information to enhance the reliability of our study Your participation is greatly appreciated, and taking a few minutes to complete this survey is crucial for our research Thank you for your valuable time and support.
1 In contemporary society, the COVID-19 pandemic has dramatically affected the education sector In your opinion, how important do you think about online learning?
2 How many online classes have you joined in?
3 Do you agree that online learning influences your learning motivation over time compare with traditional class during COVID-19 pandemic?
4 In your opinion, what are the benefits of online learning? Choose from the answers to complete the questions You may choose ONE or MORE answers Online learning:
„ keeps students safe during COVID-19
„ helps to improve time management
„ brings the ability to study at home
„ helps students to develop technology skills
„ helps students to increase independency in learning
5 In your opinion, what are the challenges of online learning? You may choose ONE or MORE answers
„ The shortage of face-to-face communication with teachers
„ Online learning gives fewer interactions with other students
„ Online learning is not promote practice-based learning
„ Students are lack of knowledge and experiences in using technology equipments and applications
„ Sudents are lack of learning motivation
6 In your opinion, what are the suggestions would you give to the lecturers to improve the challenges in online class? (You can choose more than ONE answer)
„ Creating social media groups and online forums where online learners can ask questions and interact with peers
„ Offering tutorials, online demonstrations and personalized support for students before starting online class
„ Creating active activities in the learning online process: gamification
„ Providing more powerful body language
„ Providing some mini test during the online learning process to review the lesson
Research title: The impact of online learning on the fourth-year English majors at IUH during the COVID-19 pandemic
Student name: Tran Khanh Nhat Student ID No.: 17052491
Supervisor name: Tran Anh Tuan
Week Date Content Supervisor’s comments & Signature
18/01/2021 Kick off Meeting with with Mr Tran
Anh Tuan and my partner
30/01/2021 Chapter II (Literature Review) discussion
01/02/2021 Chapter I (Introduction) to be completed
04/03/2021 Chapter II (Literature Review) discustion
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
11/03/2021 Chapter II (Literature Review) to be completed
17/03/2021 Chapter III (Research Design) to be completed
28/03/2021 Data collection to be completed
01/04/2021 Chapter IV (Findings and Disscusion) to be completed
08/04/2021 Chapter V (Conclusion) to be completed
14/05/2021 Meeting with supervisor and partner to disscuss about the thesis and errors
18/05/2021 Chapter I to be fixed and completed
22/05/2021 Chapter IV to be fixed and completed
26/05/2021 Chapter V to be fixed and completed
The supervisor’s approval of the students’ submission (Yes/ No): ………
Student’s name: Tran Khanh Nhat Student ID No.: 17052491
Supervisor’s name: Tran Anh Tuan
Format (3) Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and objectives of research (5) Research questions (5)
Definitions of key terms/concepts(5) Review of previous studies (5) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings
Content (3) Performance (3) Time management (10 minutes) (2) Questions response (2)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Group Decision &Planning Roles & Distribution Establish Goals Meeting Minutes
Contribution to the team project Taking responsibility
Student’s name: Tran Khanh Nhat Student ID No.: 17052491
Format (3) Coherence and Organization (4) Grammar mistakes(3)
Introduction Rationale and objectives of research (5)
Definitions of key terms/concepts (5) Review of previous studies (10) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (10)
Content (6) Performance (6) Time management (10 minutes) (4) Questions responses (4)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Student’s name: Tran Khanh Nhat Student code: 17052491
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There is no planning& decision making process, decisions are made by individuals
A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals
A clear procedure for planning & making decisions in research work is informally established by all members of the group
A clear procedure for planning & making decisions in research work is formally established by all members of the group
The group does not establish roles for each member and/or the workload is unequally distributed
The group establishes informal roles for each member The workload could be distributed more equally
The group establishes clear and formal roles for each member and distributes the workload equally
The group establishes and documents clear and formal roles for each member and distributes the workload equally
Scheduled meetings minutes are rarely recorded and the efforts are scattered
Scheduled meetings minutes are often recorded and the contribution of each team members are NOT identified
Scheduled meetings minutes are usually recorded and the contribution of each team members are identified
Scheduled meetings minutes are always recorded and the contribution of each team members are identified.