INTRODUCTION
Rationale
Since 1993, technology has played a crucial role in enhancing educational experiences, supporting both traditional and fully online teaching methods (Armatas, Holt & Rice, 2003) Studies indicate that online learning environments effectively enable distance learners to engage in coursework without the necessity of attending physical classrooms (Keller & Cernerud, 2002; McDonald & Reushle, 2000).
Hue Industrial College (HUEIC) leverages the benefits of the internet and distance learning to enhance communication, utilizing its long-established website at hueic.edu.vn and a dedicated email system at outlook.com/hueic.edu.vn.
In 2013, the college upgraded its website and email system to enhance departmental connections and streamline college activities without the need for paper or meetings These tools not only serve various administrative functions but also act as effective resources for teaching English During the 2014-2015 academic year, an online English course was launched on the college website specifically for staff members.
In 2014, the Rector Board established standards for lecturers and officers at HUEIC, mandating that all staff members and lecturers achieve an IELTS certificate with a minimum score of 4.5 by 2016 This initiative emphasizes the importance of effective English communication in the workplace, aiming to enhance the English language skills of the staff to meet these established standards.
The new standard presents significant challenges for officers with limited opportunities to practice their English skills To address this, an online English course has been initiated, yet considerable obstacles remain A major hurdle is encouraging officers to participate in the course consistently and voluntarily.
Research aims
This research evaluates the online English course for staff members at HUEIC, focusing on identifying key factors that influence learner participation Additionally, the study aims to explore how these factors can be leveraged to enhance the online English course experience at HUEIC.
Research questions
In this study, these following research questions can be answered:
1 How effective is the online English course in the workplace in HUEIC, evaluated by the learners?
2 What are the main factors affect the learners‟ participation in the online English course?
3 How can the affecting factors be used to better the online English course at HUEIC?
Research significances
This research aims to identify motivational factors that enhance learning in online English courses at HUEIC, with the expectation that the findings will benefit both the college and its students.
To the College: This research will meet the demand for training the high quality human resource
To the learners: This research will help them to have a chance to improve their English language skills by participating in the online English course
With the benefits above, the study is hoped to have some contribution to the upgrading process to become a university of the college
Research scope
This research aims to explore the factors influencing learners' participation in the online English course at HUEIC, with the goal of leveraging these insights to enhance future online English courses offered at the institution.
Organization of the research
This research comprises five chapters
Chapter 1: Introduction – this chapter provides the introduction, the rationale of the problem tackling with the topic, the background and the aim of the study, the scope and the research questions
Chapter 2: Literature review and theoretical background - This chapter includes literature relevant to the research topic which is reviewed to establish the foundation of the current research
Chapter 3: Methodology This chapter presents the research methodology used to conduct the research
Chapter 4: Findings and Discussion - This chapter shows the research results of the research via data collection and analysis
Chapter 5: Conclusion and Implications - This chapter presents some discussions, the conclusions, the implications and the limitations of the study as well as suggestions for further research.
LITERATURE REVIEW
Theoretical background when designing and teaching an online course
In 1987, Chickering and Gamson identified seven principles for effective undergraduate education through their research on good teaching and learning practices.
1 Encouraging contact between students and faculty
2 Developing reciprocity and cooperation among students
7 Respecting diverse talents and ways of learning
From then, the seven principles as listed above were used widely as a framework for designing, teaching and evaluating traditional, face-to-face courses
In 2001, Graham, Lim, Craner, and Duffy evaluated various online courses using seven key principles from the perspective of students They compiled a list of valuable "lessons learned" for online instruction that align with these principles, which should be seriously considered when designing and teaching online English courses, particularly in workplace settings.
Principle 1: Encouraging contact between students and faculty
According to Graham et al (2001), there are several ways to encourage contact between students and faculty in an online course
To enhance communication between instructors and students, it is essential to establish clear guidelines in the syllabus and related documents Students should be informed about the appropriate times and methods for contacting their instructor or faculty Additionally, including a FAQs sheet that outlines communication options, such as encouraging students to email the instructor directly or reach out to the technical support team for further inquiries, can be beneficial.
Moreover, instructor should also establish policies describing clearly the types of communication provided in different online/web-based channels such as email, comments on blogs, etc
To foster student engagement and confidence in communication with faculty, clear response time standards for instructors should be established This clarity will help students understand the expected timeline for receiving replies to their messages.
Principle 2: Developing reciprocity and cooperation among students
It is suggested by Graham et al (2001) that meaningful cooperation among students in an online course can be facilitated by well-designed discussion assignments
Learners should actively participate in activities, with their grades reflecting their engagement levels To foster cooperation, small groups are recommended, and discussion tasks should yield visible outcomes that boost learners' interest Assigned tasks must engage students with the content, and timely feedback should follow each discussion Instructors should clearly communicate their expectations before assigning tasks, ensuring that evaluations are based on these criteria.
To foster active participation in online courses, Graham et al (2001) suggest that students be required to present course projects, thereby integrating them more effectively with the course content.
Projects play a crucial role in face-to-face courses, enabling students to develop essential skills through presentations and peer discussions In online courses, incorporating asynchronous projects allows students to share their insights and solutions on class forums, fostering constructive criticism and engagement As students receive feedback, they can refine their ideas and repost updated solutions, gaining valuable insights from their peers Instructors should conclude with an overall solution and specific feedback, promoting an interactive learning environment where students learn collaboratively rather than through passive instruction.
During an online course, instructors need to provide students with two types of feedback: information feedback and acknowledgment feedback (Graham et al.,
There are two kinds of feedback that can be provided by online instructors:
Information feedback delivers evaluations or answers, such as assignment grades and comments, while acknowledgement feedback confirms the receipt of an event, indicating that it will be addressed For instance, an instructor may send an email acknowledging the receipt of a question or assignment, assuring a forthcoming response.
Instructors should prioritize providing timely feedback at the start of the semester, but during peak periods, they can efficiently address discussion assignments by responding to the entire class instead of individual students This approach allows instructors to tackle common issues in discussions without feeling overwhelmed by the volume of feedback required.
Principle 5: Emphasizing time on task
It is no doubt that online courses need deadlines to motivate students (Graham et al., 2001)
A flexible course structure allows students to work at their own pace throughout the semester, accommodating their busy schedules However, implementing regular deadlines can enhance time management by encouraging consistent engagement with tasks, helping students avoid last-minute pressure and late submissions Additionally, these deadlines foster essential communication with instructors and peers, promoting a more interactive learning environment.
To communicate high expectations in an online course, instructors should provide students with “challenging tasks, sample cases, and praise for quality work bring high expectations” (Graham et al.,2001, p.???)
Instructors should assign practical and challenging tasks that encourage students to apply theories to real-world scenarios, moving away from rote memorization of facts and theories.
To effectively communicate high expectations, instructors should provide students with clear examples or models, accompanied by comments and explanations highlighting their strengths By showcasing successful projects or exemplary students from previous semesters, educators can illustrate how these examples meet and exceed expectations, thereby motivating current learners to strive for similar success.
Publicly acknowledging students' good work through compliments can effectively communicate high expectations When instructors praise accomplishments in front of the entire class, it not only highlights exemplary efforts but also guides other students on what they should strive to achieve.
Principle 7: Respecting diverse talents and ways of learning
To accommodate the diverse talents and learning styles of students in an online course, Graham et al (2001) recommend allowing students to select project topics that reflect varied perspectives and approaches.
Students should have the freedom to shape their own coursework by selecting project topics based on their interests, rather than being confined to a rigid curriculum Instructors can enhance learning by allowing students to research issues of their choice, fostering diverse perspectives By providing guidelines that align with course objectives, educators can help students choose relevant topics while still encouraging personal expression and engagement with their passions.
Course evaluation
Student course evaluations are referred to by various terms, including "student evaluations," "course evaluations," "student ratings of instruction," and "student evaluations of teaching," each carrying distinct implications based on their focus Wright (2006) posited that "student ratings of instruction" is the most suitable term for end-of-course evaluations primarily aimed at personnel decisions rather than teaching development, as it best represents the purpose of the evaluation instrument.
Course evaluation serves as a vital tool for generating constructive feedback that enhances the quality of teaching and learning By collecting and analyzing data on the effectiveness of instructional practices, educators can gain insights into their teaching methods and identify areas for improvement Additionally, administrators utilize this information for making important decisions regarding faculty promotions and salary adjustments, as well as providing recommendations for professional development Typically, course evaluations, alongside peer and supervisor assessments and student test scores, contribute to a comprehensive evaluation of teaching performance These evaluations can be categorized as either summative or formative, each serving distinct purposes in the educational process (Wright, 2006).
Items on course evaluations seek information about course design and delivery and instructor behavior Cashin (1995) notes six elements that commonly appear on evaluations:
- questions about the instructor's communication skills;
- questions about student-teacher interaction;
- questions about course difficulty and workload;
- questions about assessment practices in the course;
Course evaluation instruments
Course evaluation instruments typically assess various factors, including communication and organizational skills, enthusiasm, flexibility, and the teacher's attitude towards students They also evaluate teacher-student interaction, encouragement provided to students, subject knowledge, clarity of presentation, course difficulty, fairness in grading and exams, and an overall student rating.
Online learning environment (virtual world) and online participation
A Virtual Learning Environment (VLE) is a web-based software system that enhances teaching and learning through various tools and activities It allows students to complete tasks at their own pace and engage in both synchronous and asynchronous discussions, fostering their learning experience Research indicates that VLEs positively influence student achievement, promote independent learning, and boost motivation to learn.
VLE has been used more and more popularly in the recent years Jones and Issroff (2006) proposed six reasons explaining why using a VLE might be a source of motivation for learners:
Learners have the ability to take control of their education by selecting the tasks and activities they wish to participate in, fostering a sense of responsibility for their own learning journey.
- Ownership: Learners can learn informally at any time or place which is suitable for them Moreover, increased access to technology encourages learners‟ participation
- Learning-in-context: Learners can get access to the resources and information in relevant contexts and be able to share them with other people
- Continuity between contexts: VLE creates opportunities for formative assessment and feedback
- Fun: Learning online can be „fun‟ and relaxed
- Communication:– VLE provides communication and collaborative learning by using forums, chat and email for discussion and feedback
Hrastinski (2008) describes online learner participation as a multifaceted process that includes actions, communication, cognition, emotions, and a sense of belonging, occurring in both online and offline environments This definition broadens the understanding of participation beyond mere writing to encompass various forms of engagement, such as reading course materials and interacting through computer-mediated communication As Web 2.0 technology advances, we can expect the integration of diverse methods of online participation, including audio and video communication, to become increasingly prevalent in e-learning contexts.
According to Hrastinki (2008), there were six levels iteratively emerged while reviewing the selected articles about online participation
Level 1: participation as accessing e-learning environments First level conceptions of online participation are characterized by that participation is equaled with the number of times a learner accesses an e-learning environment, i.e a learner that accesses an e-learning environment many times is assumed to participate more actively than a learner who does not Davies and Graff‟s (2005) study is an example of a first level conception of participation: „„The students‟ access to the group area and their access to the communication areas were combined and used to represent the degree of participation” (p 658)
Level 2: participation as writing Second level conceptions of online participation are characterized by that participation is equaled with writing, i.e a learner that writes many messages or many words is assumed to participate more actively than a learner who does not An example of this category of approaches is provided by Lipponen, Rahikainen, Lallimo, and Hakkarainen (2003): „„The definition of who is active and who is inactive in the class was made on the basis of percentile values; a participant was considered active if the participation rate (number of written notes) was in the upper quartile and inactive if it was in the lower quartile” (p 492)
Level 3: participation as quality writing Third level conceptions of online participation are characterized by that participation is equaled with writing contributions of high quality, i.e a learner that writes many contributions of high quality is assumed to participate more actively than a learner who does not
Level 4: participation as writing and reading Fourth level conceptions of online participation are characterized by that participation is equaled with writing and reading, i.e a learner that writes and reads many messages is assumed to participate more actively than a learner who does not A definition provided by Lipponen, Rahikainen, Lallimo and Hakkarainen (2003), even though it should be noted that they chose not to examine the number of read messages in their study, is:
„„One can define at least two forms of participation in CSCL [computer-supported collaborative learning] environments: writing notes and reading notes („lurking‟)” (p 492)
Level 5: participation as actual and perceived writing Fifth level conceptions of online participation are characterized by that participation is equaled with actual and perceived writing, i.e a learner that writes many messages that are perceived of importance is assumed to participate more actively than a learner who does not This conception is explained by Mazzolini and Maddison (2003), when discussing the limitations of their study: “This particular study was motivated mainly by an assumption that the participation rate by students, plus the length of discussion threads, might provide some simplistic measure of the quality of the discussion forum interactions However, this assumption may not tally with students‟ perceptions of whether discussion forums are in practice a useful part of an online program” (Mazzolini & Maddison, 2003, p 241)
Level 6: participation as taking part and joining in a dialogue Sixth level conceptions of online participation are characterized by that participation is related with taking part and joining in a rewarding dialogue, i.e a learner that feels that he or she is taking part and is part of a rewarding dialogue is assumed to participate more actively than a learner who does not Vonderwell and Zachariah (2005) provide an example of a conception belonging to the sixth level: “In this article, the authors define participation as taking part and joining in a dialogue for engaged and active learning Participation is more than the total number of student postings in a discussion forum” (p 214).
Factors affecting student participation in an online course
Learner participation including interaction with peers and teachers in online courses was proved to enhance learning outcomes by many researchers Hrastinski
(2008) pointed out that participation leads to perceived positively learning, quality assessment of assignments, achievement, satisfaction and retention rates
According to Gedera, Williams, and Wright (2015), students' motivation and engagement are significantly influenced by the technology and IT tools they utilize The features of virtual classrooms, including audio, visual, and text capabilities, allow students to interact in real time, receive immediate feedback, and support one another, thereby boosting their motivation and active participation Additionally, the sense of community plays a crucial role in enhancing students' motivation and involvement in learning activities.
Students valued the use of Moodle in course design, which enhanced their access to learning materials and created a supportive learning community This academic and social interaction fostered closer connections among students, instilling a sense of belonging and motivation The instructors' engagement through effective instructional strategies, recognition, and feedback significantly boosted students' motivation and active participation in the online course.
Various factors influence participation in online courses, as highlighted by Cheung and Hew (2008) These factors can be categorized into three main areas: the characteristics of asynchronous online discussions, the facilitator's role, and the design of discussion activities.
Searching for factors that affect learner participation in an online course, influenced by technology and interface characteristics, content area experience, student roles and instructional tasks, and information overload
A study by Vrasidas and McIsaac (1999) revealed that factors such as course structure, class size, feedback, and students' prior knowledge of computer-mediated communication significantly influence interaction in online courses Additionally, Woods (2002) emphasized that the quality and quantity of interaction with instructors and peers are crucial for student success and satisfaction in online learning, surpassing the importance of these factors in traditional courses.
Davies and Graff (2005) found that students with higher grades tend to engage more actively online compared to those with low passing grades, while low passing students are more active than those who fail multiple modules Despite the lack of evidence linking increased online interaction to significantly improved performance, it is evident that students who participate more actively often achieve higher scores.
Sense of community (SoC)
McMillan and Chavis's (1986) theory of sense of community is the most influential framework in this field, serving as the foundation for much of the recent research on community dynamics.
According to McMillan & Chavis (1986), a sense of community encompasses four key elements: membership, influence, reinforcement, and shared emotional connection Membership refers to the feeling of belonging and personal relatedness among members Influence highlights the impact individuals have on the group and vice versa Reinforcement involves the fulfillment of members' needs through the resources gained from their group membership Lastly, shared emotional connection is characterized by a commitment to the community, stemming from shared history, common experiences, and time spent together.
Promoting online participation by using the term “sense of community”
To enhance the online learning experience and improve learner outcomes, Schwen & Hara (2004) emphasized the importance of creating an online community They suggested that existing technologies can effectively foster and support this sense of community, which is crucial for learners Research by Rovai (2004) has demonstrated that a strong sense of community significantly contributes to the successful completion of online courses.
Therefore, the motivational factors that lead people to continue their participation in an online community were investigated by many researchers
Brown (2001) suggested several ways that the course designer/ instructor can do to enhance the sense of community in an online course:
- Create class atmosphere that promoted openness, respect, trust
- Demonstrate interest, support, sincerity, understanding among learners and instructors
- Share relevant experiences as well as information that would help others
- Provide timely feedback and proper help when needed
- Try to get threaded discussions going or keep them
- Communicate with individuals personally outside of course
- gain confidence in ability to express self
- learn from and about other class/course mates and vice versa
- feel connected to class members without seeing face-to-face
- feel accepted into the community and work as a contributing member of
- have a sense of belonging to classroom community and feel connected to the department and to the university through positive experiences
A strong sense of community among students significantly boosts their motivation to engage and contribute in class, fostering high levels of interactivity that correlate with improved performance and outcomes in their courses.
The significance of participation and interaction in education, particularly in online learning, is garnering increasing attention from researchers Various factors influencing learner participation in online environments have been explored, yet comprehensive findings regarding the elements affecting participation in workplace English courses remain limited This study uniquely focuses on co-workers as participants, highlighting potential differences in learning dynamics, practice, and outcomes compared to traditional student settings.
METHODOLOGY
Research approach
This empirical research project effectively integrated qualitative and quantitative methods throughout data collection, analysis, and interpretation The combination of these approaches enhances research quality, as the strengths of each method complement one another, leading to a robust research design and yielding valid and reliable findings.
The researcher conducted an online English course at the workplace, engaging colleagues as participants to explore factors influencing online participation The course content and syllabus were specifically designed for this purpose, allowing the researcher to observe and reflect on the impact of these factors during the sessions Following the course, a survey was administered to assess its effectiveness, utilizing a questionnaire to gather participant feedback By analyzing the collected data, the researcher aimed to determine the effectiveness of the online English course at HUEIC.
The qualitative research approach was reinforced through in-depth interviews aimed at uncovering the key factors influencing learner participation in the online English course at HUEIC These insights are intended to enhance the overall effectiveness of the course.
Research site and research participants
HUEIC, upgraded from Hue Industrial School in 2003, offers diverse training programs across various levels, including college, professional, and technical worker training The college provides courses in Electricity, Mechanical Engineering, Welding, Electronics, Thermal Refrigeration, Information Technology, and Automobile Engineering Additionally, HUEIC collaborates with prestigious colleges for university training, focusing on practical development and preparing learners for the industrial environment to enhance their job-hunting skills.
HUEIC has grown to over 200 employees across its departments and faculties As part of its transition to university status, staff members are now required to obtain an IELTS certificate by 2016 to demonstrate their language proficiency for international engagements The rector board has set high standards, emphasizing the importance of language competence Additionally, HUEIC has established numerous partnerships with foreign countries and institutions, leading to the arrival of exchange lecturers and expert groups for collaborative projects Consequently, there is a significant demand for staff to be proficient in English to effectively communicate and collaborate with international partners.
This study aimed to address the demand for English-proficient human resources by involving 12 staff members from HUEIC in a 3-month online course focused on achieving a basic level of general English aligned with the IELTS model Participants, who shared a common work environment, recognized the importance of English for their job performance and future career advancement.
The online course syllabus was designed by assessing learners' background knowledge, interests, and learning styles, with a primary focus on enhancing their expertise This approach aims to equip participants with the necessary skills to excel in their current roles and fulfill job requirements for future promotions.
Instruments for data collection
This study employed two data collection methods: questionnaires and interviews, aiming to enhance the reliability of the findings through their parallel use As illustrated in Table 3.3, these methods were systematically utilized to gather data.
Table 3.4 Research instruments for data collection used in the study
Questionnaire To collect the feedback from all of the 12 learners after participating in the online English course at HUEIC
An interview was conducted with 12 learners to gather detailed insights into the key factors influencing their participation in the online English course Additionally, the discussion aimed to compile suggestions on how these influencing factors could be leveraged to enhance the overall quality of the online English course.
A list of 6 open-ended questions for learners
Using questionnaires offers significant advantages in terms of cost-effectiveness and practicality, making them easy to administer and analyze They enable researchers to collect self-reported data from learners about their beliefs, motivations, and reactions to learning and classroom activities (Mackey & Gass, 2005) Therefore, employing questionnaires as a data collection method is a suitable choice for this research project.
Following the course, 12 questionnaires were emailed to the learners, who had a 3-day window to complete and submit them to the researcher After the deadline, all 12 completed questionnaires were collected.
The questionnaire was selected as a primary tool for collecting information from participants due to its efficiency in reaching a large audience A well-structured questionnaire can effectively gather relevant data Close-ended questions were preferred for their simplicity and speed, benefiting both respondents and researchers.
The questionnaires were provided in both English and Vietnamese to ensure students comprehended the questions accurately and could respond correctly To facilitate objective data collection, the questionnaires were distributed two to three days prior, allowing respondents ample time and privacy to answer independently and thoroughly Participants were assured anonymity and encouraged to share their thoughts candidly.
Interviews provide researchers with unique insights into learners' self-reported perceptions and attitudes that are unattainable through other methods Furthermore, they enable researchers to explore professional knowledge and identify effective teaching methods for English for Specific Purposes (ESP).
Following the collection of 12 completed questionnaires, the researcher arranged interviews with all participants Ten learners participated in face-to-face interviews, while two others answered questions via Skype due to being abroad for business.
The interviews consisted entirely of open-ended questions, enabling participants to freely express their thoughts and ideas Conducted in Vietnamese, the interviews ensured clarity and allowed respondents to articulate their views without language barriers Each session was meticulously documented to capture the essence of the discussions.
Survey data were collected using both questionnaires and interviews Questionnaires allowed for the rapid collection of extensive data, while interviews followed a preliminary analysis to provide in-depth and insightful information Although each technique was essential, they needed to be executed in a logical sequence to ensure effective results.
Data analysis
The researcher employed both quantitative and qualitative methods to analyze the data, categorizing it based on the primary research questions Statistical frequency and percentage analyses were conducted, with results illustrated through figures in the findings and discussions sections To ensure the confidentiality of research participants, pseudonyms were utilized when reporting their opinions.
Procedure
The procedure of the research includes the following steps:
Step 1: Collecting information to prepare for a valid background of an online course
In June 2014, a team of four English lecturers, including the researcher from HUEIC, collaborated on a course design and delivery To minimize bias in the research process, the researcher sought feedback and corrections from her supervisor and colleagues.
In August 2014, HUEIC conducted a survey among staff members across all departments to assess their perceptions and needs regarding participation in an online English course The survey included questions about their preferences for studying English in the workplace, focusing on what they wanted to learn, how they preferred to study, and when they wished to engage in the courses.
Step 2: Designing the syllabus and course content
In September 2014, following a piloting process and data collection from surveys, a comprehensive syllabus was developed and made available on the college's open resource center This syllabus outlined the course's aims, enrollment criteria, essential materials, and timeline After two weeks of posting, a list of enrolled staff members was compiled, and they were scheduled for an intake test to confirm their suitability for the course The syllabus and course content were specifically designed to enhance online learner participation, reflecting the key factors identified during the piloting phase.
Step 3: Conducting the course according to the designed syllabus
After examining the intake test, 12 participants was chosen and grouped in a class
The online course lasted in 3 months from September to December 2014
The primary tools for communication, teaching, and learning were the college website and the email system, where participants and instructors were invited to a group email for easy access to information and materials Educational resources and lessons were shared through OneDrive, while online classes were conducted via Skype Students were also encouraged to engage in daily happy hour sessions for discussions, question consultations, and exercise orientation.
During the online English course, learners participated in daily "happy hour" sessions via Skype from 7 AM to 7:30 AM and 4:30 PM to 5 PM, where they were encouraged to discuss a specific topic in English This interactive time allowed students to ask questions and receive immediate responses from the instructor, enhancing their learning experience.
Regarding the four English language skills, there were some regular activities to be carried out
Learners completed weekly reading and listening tasks and submitted their results via email to instructors Every Friday, the results and explanations were uploaded to the group mailbox, allowing for easy access Participants could ask questions and share comments during the following Monday's Happy Hour.
Every Friday, participants were tasked with submitting a recorded response on a designated topic via group email, with the submission deadline set for the following Wednesday Feedback on these recordings was provided the subsequent Friday.
Writing: Learners were assigned a writing topic on Wednesday every week They were expected to submit their work on the next Wednesday
For all activities, feedbacks were given individually by email
Throughout the course, students collaborated in teams to create two short videos showcasing the college and Hue City These videos were shared on Facebook, where their friends voted to determine the winners.
The course concluded with a comprehensive test assessing four key skills, mirroring the IELTS format Results were evaluated to facilitate a comparison with participants' initial intake test scores for ongoing research analysis.
Step 4: Designing questionnaires and questions for interviews
From January 2015 to March 2015, the researcher worked on designing the
Step 5: Collecting data through questionnaires and interviews
The data collection was done in from December 2015 to January 2016 All of the participants participated and submit their evaluation to the researcher
Step 6: Classifying the data (January 2016)
Step 7: Doing statistical calculations and data description (January to February 2016)
Step 8: Presenting the collected data in tables and figures (February to March
In summary, this chapter details the research methodology employed in this study, utilizing both questionnaires and interviews to ensure data validity and reliability Ultimately, the data collection and analysis processes are deemed reliable and trustworthy, effectively supporting the research findings.
FINDINGS AND DISCUSSION
An evaluation on the online English course at the workplace at HUEIC
The questionnaire fulfilled by the learners focuses on five main issues of the online course: Instructional design elements, instructional activities, instructor, interaction and technical support
Prerequisites, if any, are clearly stated
Any skills needed are addressed
Students are asked about current proficiencies, especially in regards to computer skill level
Current knowledge level of students is assessed as appropriate for course
Students unanimously agreed that any prerequisites were clearly outlined The announcement for the group's formation specified that participants must be staff members of HUEIC departments and commit to dedicating a minimum of 5 hours per week to the course.
A significant 83.3% of participants affirmed that necessary skills are adequately addressed, particularly regarding their computer proficiency Two weeks before the course began, learners received the syllabus, which outlined a balanced focus on the four essential English skills for pre-intermediate learners Additionally, it emphasized the requirement for students to have internet access and a laptop or PC.
Before enrolling in the class, students' levels were assessed through a mini test modeled after the IELTS test structure They completed the test via the provided link and submitted their scores to the instructor As a result, all learners confirmed that their current knowledge level was suitable for the course.
Utilizes active learning strategies that engage the student and appeal to differing learning styles
Learning activities are linked to course objectives
Content is organized into a sufficient number of modules, units, lessons, or other meaningful architecture
“Community of Learners” through interaction
A significant 83.3% of learners reported that various active learning strategies were effectively utilized to engage students and accommodate different learning styles While kinesthetic learners required physical activities to meet their needs, other students appreciated diverse materials such as books, articles, videos, and recorded online course content All participants acknowledged that the learning activities were aligned with course objectives However, only 66.6% agreed that the content was organized into a sufficient number of modules or lessons, highlighting the challenge of structuring a comprehensive curriculum within the limited three-month duration of the online course.
In a recent course designed to foster a "Community of Learners," 83.3% of participants—10 out of 12—reported positive experiences with peer interaction Learners were organized into four small groups based on their workplace floors, promoting collaboration and encouraging them to apply their knowledge through active engagement with their classmates.
Instructions for assignments are clear
Syllabus is online and complete, including course expectations, goals
& objectives, grading criteria, course policies
Support for student questions is provided (For example: instructor contact information , FAQ‟s, Discussion board for questions)
100% participants clearly saw the facilitative role of the instructor Instead of
“teaching”, the instructor “facilitates” the learners by helping and orientating them to discover the knowledge During any discussion, the instructor remained the
“neutral” role to let the learners express themselves confidently
A significant 91.6% of learners found the assignment instructions to be clear, while 83.3% agreed that adequate support was available for student inquiries Questions could be submitted through email, with responses provided within one working day Additionally, a frequently updated FAQs sheet and a discussion board were available for common questions, communicated through the group email.
Discussion Boards and/or chat available
Orientation to technology is provided
Effective interaction among learners was highlighted, with 83.3% confirming their ability to utilize the discussion board and chat features within their group This innovative aspect of Outlook Mail, accessible to all students with accounts on hueic.edu.vn, was supported by the college's IT Faculty While all learners reported using email for their studies and receiving technology orientation, only 66.6% recognized the benefits of group activities To enhance collaboration, instructors should consider increasing the duration and frequency of group work sessions in the future.
4.1.4.2 Interaction between learners and instructor
Instructor communicates how will give feedback, including frequency of feedback on discussion forums, assignments, etc
Instructor publishes office hours (virtual or
Instructor conveys policy on answering emails
Instructor allows own personality to emerge through postings, notes, and other means
“personalizes” course for learners (emails, using name, friendly tone)
The interaction between learners and the instructor was characterized by a friendly and effective dynamic Throughout the course, the instructor clearly outlined the feedback process, detailing the frequency of feedback provided on discussion forums and assignments.
The instructor provided students with her office hours and contact information, including her email address She encouraged learners to reach out with any questions via email, assuring them of prompt assistance during her office hours from 7:00 AM to 7:30 AM.
AM every morning and 4:30 PM to 5:00 PM every afternoon
The instructor was committed to a time policy on answering emails (i.e how soon learners can expect response, etc) In specific, for every task assigned, the time
In a collaborative learning environment, both learners and the instructor worked closely together, fostering openness about individual learning habits and styles This approach enabled learners to express their identities through various forms of communication, such as postings and notes All participants acknowledged that the instructor actively supported the emergence of their identities, enhancing the overall learning experience.
“personalize” course for learners (by emails, using name, and friendly tone)
Learners are provided information as to where to get technical help
Technical support is a crucial aspect of online courses, and it's noteworthy that all learners received clear information on how to access it They could either consult the FAQs section in the group email or directly reach out to the instructor or IT staff for assistance.
The majority of learners expressed positive feedback about the online English course, highlighting its usefulness and effectiveness They unanimously indicated a desire to enroll in additional similar courses to further enhance their English language skills.
Areas where improvement was needed the most are:
Learner interaction is crucial for effective collaboration, yet the allocated time for such engagement was insufficient As a result, group work and projects did not play the significant role they were intended to in the learning process.
The course content design was generally effective across most classes; however, it lacked a coherent organization into modules, units, or lessons Limited preparation time and insufficient human resources hindered the development of a comprehensive course structure, leading some learners to perceive inconsistencies in the materials and lessons.
Main factors affecting the learners‟ participation when attending an online
An in-depth interview and questionnaire responses from 12 students at HUEIC highlighted the key factors influencing their experience in online courses The research analyzed the correlation between these factors and student participation, ultimately demonstrating how they impact learning outcomes after the course.
Four most important factors that encourage the students to participate in the online English course are presented below:
The data collected by the interviews clearly showed that one of the most important factors affected the learners when attending the course was having an effective and transparent interface
Research on computer-mediated communication and asynchronous online learning consistently identifies three key design factors that significantly enhance the success of online courses: a transparent interface, frequent and constructive interaction from instructors, and a dynamic, valued discussion environment (Swan, 2003, p 517).
This opinion is exactly what the learners revealed in the interview
An, a learner in the online English course who was interviewed on January
Creating a group email for sharing lessons and exercises streamlines communication, allowing easy submission to the teacher By organizing emails with a label named "online course" in Outlook, I can efficiently access and manage all relevant information whenever needed.
Binh, another student interviewed on January 28 th 2016 added:
A simple website is all you need for effective learning The course offers an easy way to download lessons and submit homework By accessing shared resources on OneDrive during class time, we can seamlessly engage with the material With just a work email account, we have everything necessary for a smooth learning experience.
So far, an “easy to access” way of delivering the online course was the most important factor that the students considered while participating in the course
The presence of a teacher in online learning environments significantly enhances student motivation and fosters a sense of belonging within the learning community (McIntyre, 2011) Students expressed a strong expectation for their lecturer to actively participate in forum discussions, believing that this involvement was crucial for guidance, intellectual stimulation, and the development of deeper knowledge This engagement from the lecturer not only made students feel acknowledged but also encouraged them to participate more actively in their learning activities, as they sensed the lecturer's focus and anticipation for their responses.
Having an instructor available for support is essential for me, as it fosters a sense of assistance and guidance While face-to-face inquiries can be daunting, I find it more comfortable to ask questions via email I appreciate the personalized feedback provided, which allows me to review my results privately without the pressure of sharing them publicly The instructor is responsive, typically answering my questions within a day, and maintains a friendly demeanor throughout the course.
The presence of a teacher in online learning environments is essential, especially when dynamic conversations are limited Students anticipate that their participation and contributions will be recognized by the lecturer McIntyre (2011) emphasizes that acknowledging students' comments can significantly enhance their motivation, as it ensures that their ideas are valued and not overlooked.
There is no doubt a strong correlation between instructors‟ presence and students‟ active participation in online discussions
It is visible that the students love the feeling of being in a studying community
Cong expressed gratitude for the class, highlighting its role in fostering a supportive community for sharing study progress The presence of a coworker as a classmate further motivates him to enhance his studies.
15 th 2016) Dinh, in the interview on January 15 th 2016, added:
Seeing a coworker studying makes it difficult to skip class, motivating me to participate actively in the course Additionally, when my feedback and opinions are valued, I feel a greater sense of involvement and engagement.
4.2.4 Appropriate course content which is well related to the learners’ need
To enhance learner engagement, the course content incorporated real-life knowledge and situations According to Knowles (1990), adult learners are motivated to learn when they can clearly see the practical applications of the knowledge in their everyday lives.
Adult interest increased high when training is built around a clearly defined challenge demand, rather than hypothetical problems and solutions
The lessons were specifically tailored for HUEIC staff, addressing their daily experiences on campus As a result, participants found the classes engaging and were eager to apply what they learned in real-life situations.
A learner who was working at Training department raised his opinion:
Our primary goal in participating in this course is to use English daily in a work environment, enabling us to communicate confidently with each other and with Australian volunteers We particularly enjoy the speaking and listening sessions related to campus life, the credit learning system, and the administrative processes.
We may use the words and phrases right in and after the class.” (interviewed on January 15 th 2016)
A learner who was from Administrative Personnel added:
After overcoming initial shyness, we began to cherish our daily happy hour, which marks the start of our workday filled with discussions about schedules and college events The satisfaction of wrapping up our day at 5 PM, sharing our accomplishments, creates a unique atmosphere that feels akin to working in an international environment.
* Happy hour: During the online English course, learners were encouraged to use Skype to join an “online meeting” at 7 AM to 7:30 AM and 4:30 PM to 5
Every day at PM, participants were required to converse in English on a designated topic Additionally, they had the opportunity to ask questions during these sessions, with immediate responses provided by the instructor.
Using the affecting factors to better the online English course at HUEIC
A user-friendly and transparent interface is essential for the success of online courses, as a complicated design can diminish student interest and motivation.
To ensure an effective and transparent interface, it's essential to provide users with an easy-to-use technology solution A key component of this is the reliable email system that learners utilize on a daily basis.
A group can be created on the basis of outlook mail so that all lessons and notices can be gathered and easy to find
Picture 4.3.1: A group mail on outlook.com
It is important that clear instructions on how to use and access the material in the course are provided and all materials are available online 24/7
Utilizing group mail and OneDrive for file sharing is an efficient method to distribute course materials By uploading resources to OneDrive and sharing a link with the entire group, all learners can easily access the necessary course materials.
A comprehensive FAQs sheet is essential for learners, offering a straightforward method to download lessons online and facilitating connections with fellow course-mates.
Teaching strategies should reflect personal teaching method Effective strategies assist learners in achieving learning goals and objectives
It is compulsory that we adopt a learner-centered teaching method for online courses The online learning environment provides more opportunities for learner- control and learner-centered activities
To foster effective learning, instructors should prioritize active engagement over passive absorption of information This involves guiding students through the process of acquiring and processing knowledge Additionally, clear and detailed instructions for assignments and resources are essential As online course instructors, they must also be proficient in technology and aware of available support for both educators and learners.
By adopting the role of a facilitator rather than the focal point of the classroom, instructors empower students to take charge of their learning journey and engage more actively in the process Additionally, it is essential for educators to be approachable, open-minded, and enthusiastic about providing support.
The instructor should have an online syllabus completed prior to the beginning of a course, preferably by the first day of the course registration period
Students should be encouraged to ask questions if they are unclear about course requirements Establishing a dedicated email topic on the Discussion Forum for questions not only benefits the inquiring student but also aids their peers This approach helps minimize redundant course-related emails to the instructor, streamlining communication and enhancing the learning experience.
The instructor need to facilitate SoC by encouraging learner–learner
To foster a comfortable online learning environment, instructors should facilitate opportunities for students to connect before the course begins This initial interaction helps students build relationships, making them more willing to engage and share information during the course As a result, students are more open to discussions and collaboration, enhancing their overall learning experience.
Collaborative group projects promote teamwork among students, and instructors play a crucial role by providing clear guidance and support to foster a positive collaborative environment Popular group activities in online courses included analyzing a college's advertisement campaign, crafting a new advertisement, recording a video, and sharing it in the forum for voting To enhance the effectiveness of these projects, it is important for students to work within their "familiar teams," consisting of their peers from the same Faculty or Department.
Encouraging students to share brief personal stories during discussions fosters a sense of community and strengthens connections among classmates While participation is optional, those who engage benefit from enhanced relationships, creating a more cohesive and supportive learning environment.
Encouraging class discussions on specific topics can enhance students' ability to negotiate meaning and learn collaboratively By engaging with one another, learners can deepen their understanding and appreciate the value of active participation in group settings This collaborative learning approach can motivate students to contribute more actively in class.
Instructors should emphasize the importance of sharing learning resources among students early in the course By encouraging experienced online learners to assist novice learners, students with advanced skills can enhance their peers' success through the exchange of valuable materials, such as documents and research articles.
Social media (such as Facebook, Viber, etc.) can be suggested as a means of sharing resources
To foster a sense of belonging and trust in an online course, it is essential for learners to engage with their peers through diverse interactive methods Instructors must implement various strategies to enhance learner interaction, ultimately leading to a more effective online learning experience.
4.3.4 Appropriate course content which is well related to the learners’ need
To enhance learning, it is essential to incorporate practical exercises that allow learners to apply new concepts in realistic contexts Additionally, developing activities that engage learners with relevant people, issues, and experiences from their daily lives is crucial for fostering meaningful connections and deeper understanding.
The recommended topics of the lessons should closely connect to their daily life/working environment
Topics for the Happy Hour Speaking English in the workplace are about a working day and changed based on the schedule of the college
September: The opening ceremony of the academic year, Making a plan for a year…
October: Teaching Policies, My week schedule
November: Teacher‟s Day, My most favorite teacher, Mid term test
Practical exercises can effectively leverage the online environment by incorporating tools like online surveys and interviews Additionally, students can create a web page as an informative resource on specific topics For those less familiar with web design, providing a template can simplify the process, ensuring that students can easily complete their assignments.
In sum, the key point is making the course “practical” and “updated”
Generally, the online course designer and instructor should keep in their minds the VOWELS* rule when designing and teaching:
- Open-minded and Eager to help (instructor)
- Interesting and Updated (course content)
CONCLUSION AND IMPLICATIONS
Conclusion
This research aims to investigate the effectiveness of the online English course in the workplace at HUEIC and main factors affecting the students when attending the course
Through the research, these following questions were answered:
1 How effective is the online English course in the workplace in HUEIC, evaluated by the learners?
2 What are the main factors affect the learners‟ participation in the online English course?
3 How can the affecting factors be used to better the online English course at HUEIC?
Chapter 4 revealed that the online English course at HUEIC was highly effective, with all learners reporting noticeable improvements in their language skills Additionally, participants expressed a strong desire to enroll in future online English courses offered at their workplace.
Secondly, the main factors affecting the students‟ participation in the online English course were revealed They were:
Most significantly, via the research, some suggestions have been showed for a better course in the future
Implications
In order to have an effective online English course, there are some factors to be considered
Firstly, an effective and transparent interface is needed It is essential to establish an easy way to use technology and make sure that the technology works effectively
The course instructor should act as a facilitator, empowering students to take charge of their learning journey and engage actively in the process Additionally, it's essential for the instructor to be approachable, open-minded, and willing to provide support.
Building interaction into an online course is crucial for fostering a sense of belonging and trust among students By incorporating purposeful activities that encourage student engagement, instructors can create a welcoming online environment Research indicates that a strong sense of community significantly enhances learners' online participation and their motivation to study, making it an essential factor to consider in course design.
To enhance learning, it is essential to incorporate practical exercises that allow learners to apply new concepts in realistic contexts Additionally, creating opportunities for engagement with real people, relevant issues, and everyday activities is crucial for fostering meaningful learning experiences.
Limitations
The research shows some limitations in scope, time, individual differences and researcher‟s experience that affect the quality of the research
Regarding the research scope, this study was carried out on a small scale of
The study conducted by HUEIC involved 12 staff members, and it was noted that a longer duration with more learners would enhance data collection effectiveness However, the research faced significant challenges due to time constraints stemming from the college's limited human resources Additionally, individual differences among learners and the researcher's limited experience posed further obstacles As a result, the research inevitably encountered certain shortcomings.
Suggested further research
This topic can be more usefully and effectively developed in future research if it is done on a larger scope with a longer time for course preparation and course design.
Summary
This chapter summarizes the key findings of the research, discusses the study's limitations, and offers suggestions for future research directions.
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