Luận văn the readiness of international school in facing pandemic covid 19 assessment findings and recommendation for future quick reaction

LIST OF TABLES Table 3-1; Questionnaires of Student’s Satisfaction ...ssuenemnennunnanenmnnenteen DG Table 4-1: The assessment of students regarding the readiness of units of Internation

LETTER OF DECLARATION

Thereby declare that the Graduation Project “Zhe Readiness of International School in facing pandemic NCOVI-19 - Assessment, Findings, and Recommendation for future quick reaction is the consequences of my own study and has never been published in any other works All references in this paper are transparently cited according to rules

I take full responsibility for the fidelity of all data and contents of this research paper

Hanoi, 23" May 2020

Nguyen Ngoc Tu Anh

ACKNOWLEDGEMENT

First of all, Twould like to expross my dcop gratitude my parenls and other family members

have supported and created favorable conditions for me during, the past tume and especially during my graduation project

The accond, T would like to express my grafitude and sincere thanks to Hung P Nguyen, the person who directly guides the dissertation, dedicated and instructed me to find the direction of research, practical approach, document search, data processing and analysis, problem solving, then Ï can complete my grachate thesis

In addition, during the process of studying, researching and carrying out the topic, T also

reecived a lot of attention, suggestions and valuable support from teachors, colleagues, trends and relatives 1 would like to express my deep gratitude to International School

teachers has conveyed tome the useful lnowledge during the past four school years, to my

friends and colleagues always encourage and support me in (he process of studying and researching, and the students of the International School has enthusiastically participated

in answering research interviews for the topic

Sinecrely,

Nguyen Ngoc Tu Anh

CHAPTER 2: LITERATURE REVIEW

2 University reacliors lowar d Pandemic worldwide

2.2 Issues and challenges of delivering courses online

2.2.1 A model for using E-learning in Bduoation 6 102 2.2.2 Pros and cons of online learning is: ch ng ee

2.3 Modeling the framework for assessmert of online learning effeotiveness

2.3.1 The needs of facilities requirement

233 Cognitive Presence

in

24.1 Concept and deÕnition

2.42 HowERM affect organization performance

2.43 DRM in University Environment

Lessons of successes and failures

Research procedures .neuesnenmuenssnnsiimaneineniineieinensne

The business context of the International 8chool cci series se

4.1.1 International School background

41.2 Current Strategy of the IS .eenesnsmenninnentemnneenrn senna

413 The positioning strategy

33

34

The impacts of pandemic ta schools and universities in Vietnam and Worldwide 37

4.21 The pandemic aflermath

4.22 COVID-19 change schools in the long run

4.2.3 lnmcdiate đamsgc s22 3222112241121 211111110 re

Key issues of International School in dealing with the pandemic

Results of Survey onthe readiness Of Off1C@8 .ccccssseseiarsnserseneaneneansanne

Results of survey on current remote teaching methods, tools, and performance

Results of Survey on the Hducational experience ccmeneueneemenmanenense

47 Summary of findings and implications

CHAPTER 5: RECOMIMENDATIONS AKD CONCLUSIONS

5.1.1 Opportunities arising from the Covid-L9 pandemie ào iec

5.1.2 General solutions to alleviate difficulties for universities and school 5.1.3 [low should International School posit itself in the market?

5.1.5 Creating a broad Shock Plan during crisis

5.1.6 Communication with students and their families

5.17 Create remote teaching as fast as possible

5.1.8 Establishing an Enierprise Risk ManagemenÈ system

5.2 Limitation and further research

LIST OF TABLES

Table 3-1; Questionnaires of Student’s Satisfaction .ssuenemnennunnanenmnnenteen DG

Table 4-1: The assessment of students regarding the readiness of units of International

Table 4-2: The assessment of students regarding aspects of Online teac 44 Table 4-3: The satisfaction oŸ suudents regarding, Teac hing quality 45 Table 4-4: The satisfaction of students regarding Supporting packages 47 Table 4-5: The satisfaction of students regarding infrastructure 48

Table 4-6: Satisfied with the responsiveness of the School to student's complaints and

Table 5-1: Business Analysis of International Šchool -.- 5 59

Table $-2: Opportunity and Throals of the Tnlerralional School 59

vi

LIST OF FIGURES

Figure 2-1: Four stages of Pandemic

Figure 2-2: E-Learning ModkL s1 21 tt H010 01101110 reo Figure 3-1: Rescarch Procedures

Figure 3-2: Questionnaire to ask students about their assessment of 1S? readiness

Figure 3-3: Coneeptual iramewotk son tren

Figure 3-4: Fducation Experience f'ameworkr

viii

ABSTRACT

The objective of this qualitative research is to understand the effectiveness of the options

that IS has devised to prepare for the COVID-19 cpidemic scason For the education

silualion in Vicinam in general as well as [or TS in particular, the COVID-19 pandemic has

had a tremendous impact that no one can deny COVID-19 had the opportunity to penetrate into Vietnamese territory and put a series of socio-economic activities of the country in a state of stagnation In this situation, Tnternatianal School has taken practical actions, proposed conerete solutions to help students to avoid the epidemic safely, and to participate

in acquiring knowledge of the subjects appropriately

CHAPTER 1: INTRODUCTION

1.1 Background of the case study

The International School of Hanoi National University (VNU-International School) is a

pioneer in undergraduate and postgraduate training in all fields and majors entirely in English, in cooperation with nearly 40 universities in another country Bachelors and master's degrees are granted by Hanoi National University and foreign universities In

2016, the International School was also the pioneer and the first in Hanoi National University to launch a program to attract scholars, in which many professors abroad will

participate in the work, teaching and scientific research and technology transfer in the

International School (International School, 2020 e)

The Covid-19 pandemic started from China in late 2019 and transmitted around the World

The outbreak of COVID-19 as aglobal pandemic started since early 2020 As of April 21,

2020, there are 2,397,216 confirmed cases and 162,956 deaths across the world (World

Health Organization, 2020) The outbreak of COVID-19 has shaken the global education

markets, Like most countries, Vietnam has to close down the society and factories in order

to prevent virus spreading A worldwide pandemic couldhave a major effect on the global economy, including travel, trade, tourism, food, consumption and eventually, investment and financial markets Planning for pandemic by business and industry is essential to

minimize a pandemic's impact As with any catastrophe, having a contingency plan is

essential Facing the complicated evolutions of the Covid-19 epidemic, many universities

in the country in general, especially universities in Hanoi, in particular have decided to

leave students absent To ensure the interests of students and the teaching of lecturers,

umversities have implemented an online learning model Like the schools in the world as well as the domestic schools, after a long time of delaying schedule, the Hanoi National University as well as the International School decided that all students will participate in

the official online learning on February 24, 2020 (Wikipedia, 2020)

Online learning is a suitable learning method to ensure the program of the school year and

limit the spread of disease, “Pause to school but not stop leaning” Although the transition

from traditional learning still faces many shortcomings related to people's work and study

habits, maybe that is not the best way, but online learning is definitely the most appropriate way, and also an inevitable consequence of this season

The pandemic makes school close regular classes, change all courses to online teaching However, the infrastructure of the International School is yet ready for such a complete transform to online teaching In addition, the online teaching could get different assessment

from students, in terms of teaching quality, additional cost for students for laptop and

connection, learning quality, material supplies, etc In such situation, I conduct the study

of the Readiness of International School in facing pandemic COVID-19 in order to assess

the level of effectiveness of approach that International School has proposed to response

to the complicated situation of pandemic

The objective (i) is conducted in the section Error! Reference source not found., while

the objective (ii) is conducted in the sections Error! Reference source not found., Error!

Reference source not found., and Error! Reference source not found., and objective

(iii) is conducted in the section 5.1

1.3 Research questions

The thesis will address the following questions

© During the pandemic, what are the issues and challenges facing to the IS?

© What does the IS do in response to the pandemic?

© How students assess the effectiveness of delivering courses online?

fey

* How IS can improve its performance following students assessments?

14 Structure of thesis

This thesis is constructed as follow: the literature review is to scan and assert the significant

of previous literature, in which I found strong arguments to back up formy research Those

studies also significantly influent my stream of thinking, thus shape my idea and form a

theoretical framework that vividly portray the organization of the thesis Chapter 3 describes the method that I choose to applied, as well as the reason behind that choices Data collection process, including questionnaire designation and interviewee approaching are also discussed in this part Analytical results then presented in chapter 4, where I discuss

the significant of the study based on the information drawing from analyzing collected

data I spend chapter 5 to suggest some implications which I believe can help IS improve

its capability in teaching online, the limitations and direction for future research are

included in this chapter as well

CHAPTER 2: LITERATURE REVIEW

2.1 University reactions toward Pandemic worldwide

The impact of a pandemic on college or university operations would likely include

unprecedented demands on student health services, possible relocation of students in

residence halls and even the establishment of on-campus quarantine sites Widespread sickness among staff and faculty could result in 25% reductions in the work force, and

community-wide, we would see essential services hampered — perhaps unavailable A

pandemic could create financial havoc due to significant loss of tuition revenues from

closure of the institution, and non-returning, students

California State University, Los Angeles (2019) summarized Students Affair and Academic Affair through four main stages of Pandemic That was Pre-pandemic, Pandemic

Alert, Pandemic and Recovery

Figure 2-1: Four stages of Pandemic

Pre-pandemic | fp | Pandemic | mò Í Pandemic | RỒ | Recovery

The results has been shown in the following Tables

Table 2-1: Pandemic Response Plan by Alert Period

Objective ‘No Fnown casual “Human to Tuman Thereased and nfectioniabrentastsm rates

human to iuiman | transmission occurring | sustained transmustion | drop to levels which allow transmiseion ofthe | butno caseson campus | ofvinezin the general | business practicesto return yimus Mo caseson arim the local popiilation andcasesin to normal,

campus orin local community, the local community

key student areas

contact information for all Student Affairs staffand

their respective staff

Inform studeuts of potential intemational and

domestic student exchange about student travel

sestrictions:

the school's websites function properly Students

will continueto access GET

/SA for online registration, grades, class schedules, ete

Prospective students can register through

CSUMentor and view their application status, including resources is missing

Students will apply for

Reassign staff as needed to

reset student contact and service priority areas

Review and evahvate the effectiveness of change procedures and advice

understanding, preparation and actions, Review policies and standards regarding student absences during absences, care forfamily members orif the school

is closed, regarding

teacher absences,

Receive updates fom the Pandemic Commission son the possibility of activating the Pandemic Response Plan, facilitate appropriate information dissemmation for lecturers about the status and responses of

Pandemic Director and

the University

Pandemic BCP

Committee Make guidance contingencies

and maintain consistent contact with the

instructor on instructional action plans and procedures,

Reset all student services

that have been suspended,

identify any staff shortages, especially critical areas

Reassign staff'as needed to

reset student contact and

service priority areas

Review and evaMate the effectiveness of change

procedures and advice

if appropriate Develop a plan for students to create missed classes or approve

possible,

Review and consider withdrawing students during other intemship

or clinical rotation and facilitate the dissemination of instructors

Ensure students are

aware and — practice

personal and group hygiene inthe

Plan for organizational

resilience and personnel

succession = itt the

organization and prepare and periodically update personal contact

‘information and

emergency call lists Prepare and o update

action plans for

individual areas with a

focus on minimal personnel

Evaluate extemal contracts and service providers as a backup

measure to maintain Report the absence ofm

employee due to illness

greater than one day to

the Pandemic Manager, make job cuts to those essential funeions /

activities to continue the

University's operations AI departments wil

ai

Prepandemie Pandemic Alert Pandemic Recovery

Tvahme how The organization will continue to function

nonnally with the

potential for large staff

absences,

operabiliy and, # necessmy, establish

the department's plan to

shut down and operate according tothe essential —_fimnetional

interest

Follow guidance and direction ftom the University Epidemic BCP Committee about potential changes in alert status and/

or organizational readiness

2.2 Issues and challenges of delivering courses online

Allen, Seaman, and Garret (2007) classified online learning as a frame of e-learning that is empowered by web-based technologies, does not require the teacher and the learner to be

accessible at the same time and place, and constitutes 80% or more learning/teaching activities conducted through web-based ICT E-learning can be broadly described as any

learning and/or educating conveyed or conducted through Information Communication Technology (ICT) of any kind, hence encompassing such different digital technologies including CD-ROM, television, interactive multimedia, mobile phones, and the Internet (Andrew & Haythornthwaite, 2007, Brenton, 2009; Guri-Rosenelt, 2009; Mellar, 2008)

Online and blended learning have become common place in 21st century higher education

Larreamendy-Joerns and Leinhardt (2006) audit of the writing “observed nvo

complementary developments within the educational landscape: the merging of online

teaching and learning into the stream of everyday practices at universities, and the progressively salient role of distance programs in institutions of higher education”

Talent-Runnels et al (2006) evaluated course environment, learners’ results, and learners’

characteristics, institutional and administrative components In critiquing the available

literature, they identified that “asynchronous communication appeared to facilitate in- depth communication (but not more than in traditional classes), students preferred tomove

at their own pace, learning results showed up to be the same as in traditional courses, and

students with prior training in computers were more satisfied with online courses” (p93)

The Internet has become one of the crucial ways to form accessible resources for research and learning for both teachers and students to share and acquire information (Richard ;

Haya, 2009), Technology-based e-learning includes the use of the internet and other

important technologies to produce materials for learning, educate learners, and also

regulate courses in an organization (Fry, 2001) There has been extensive debate about a

common definition of the term e-learning Existing definitions according to Dublin (2003) tend to reveal the specialization and interest of the analysts E-learning as a concept covers

a range of applications, learning methods and processes (Rossi, 2009), It is hence troublesome to discover a commonly accepted definition for the term e- leaning, and according to Oblinger and Hawkins (2005) and Dublin (2003), there is indeed no common

definition for the term Holmes and Gardner (2006) also made a comment on these

inconsistencies by saying that there may be as many definitions of the term e-learning as

there are

According to the most likelihood definitions of online learnings, I defined it as online learning can be defined as an approach to teaching and learning, that utilizes Internet technologies to communicate and collaborate in an educational context This approach allows students and teachers to work together remotely, without being in bricks ~and-mortal classrooms

221 A model for using E-learning in Education

Blended learning may be a combination of learning at a distance and the traditional on- campus learning (in a classroom), Fundamentally, you will have a (more or less) settled

plan where you will have to attend a portion of the classes on campus Meaveyements done

by the Pew Research Center (2011) appear that in the 2010-11 academic year, 89 percent

of four-year colleges and universities offered courses instructed completely online, or hybrid/blended online, or other forms of distance/non-face-to-face instruction (Parker, K., Lenhart, A, & Moore, K , 2011) Of all students selected in higher education in 2013, 32 percent took at least one online course (Allen, I E., & Seaman, J., 2013) In the research literature, online education is variously termed as “distance education” “e-learmng.”

“online learning,” “blended learning,” “computer-based learning,” “Web-based learning,”

‘Virtual learning,” “tele-education,” “cyber learning,” “Internet-based learning,”

“distributed learning,” ete

Meanwhile, in online learning, the key component is the utilizing of internet Online learning can be characterized as “learning that takes place partially or entirely over the Internet” (U.S Department of Education, 2010) Online learning refers to the idea of using

online devices for learning Fundamentally, an online course infers a distance between you

10

and your instructors Leclures, assignments, tests arc all empowered by virtual platforms Exams are applied online as well, using web exam program Content can be accessed anytime, anyplace Time & space don’t matter too much here Students don’t need to be within the same physical place to (ake the same instruction A complelely online college dcgrce implies you will not need to travel at all for your studies

There are assorted ways of classifying the sorts of e-learning According to Algahtani

(2011), there have been a few classifications based on the degree of their engagement in

education Some classifications are also based on the timing of interaction Algahtani (201.1) separated e-learning into two fundamental sorts, comprising of computer-based and the internet-based e-learning According to Algahtani (2011), the computer-based learning comprises the utilizing of a full range of hardware and software by and large that are

accessible for the utilizing of Information and Communication Technology and also each

component can be utilized in either of two ways: computer-managed instruction and compulor-assisted-learning In compuler assisted- learning, lo him, computers are used rather than the traditional methods by grving interactive software as a support instrament within the class or as a tool for self-learnmg outside the class In the computer-managed- instruction, however, computers are employed for the reason of storing and recovering information to aid in the administration of education

Elearning Model

JAsynchranaus

Figure 2-2: E-Learning Model

11

22.2 Pros and cons of online learning

The selectionof E-learning in instruction, particularly for higher instructive educations has

several benefits, and given its several preferences and benefits, e-learning is considered

among the leading approaches of instruction Several studies and authors have given benefits and advantages derived from the selection of e-learning technologies into schools

(Klein, D & Ware, M , 2003; Algahtani, 2011; Hameed, S Badii, A & Cullen, A J ,

2008; Mare, 2002; Wentling TL, Waight C, Gallagher J, La Fleur J, Wang C, Kanfer A ,

2000;Nichols, 2003) Some studies provide advantage of e-learning as its capacity to focus

on the requirements of individual learners For example Mare (2002) in his book audit on

e-learning strategies for conveying information in digital age noted that one of the advantages of e-learning in instruction is its focus on the needs of individual learners as a critical figure in the process of instruction instead of on the instructors’, or educational

institutions’ needs

E-learning, despite the advantages that it has when accepted in education, also has some

drawbacks, Researches encourage that e-learning keeps some disadvantages (Collins,

1997; Klein, D & Ware, M , 2003; Hameed, S Badii, A & Cullen, A J., 2008, Almosa, 2002; Akkoyuklu, B & Soylu, M Y , 2006; Lewis 2000; Scott B., Ken C H & Edwin

M G., 1999; Mare, 2002; Dowling, C., Godfrey, J M & Gyles N , 2003; Mayes, 2002)

For example in spite of the claims that e-Learning can advance the education quality,

Dowling et al (2003) dispute that making learning materials obtainable online outcomes

in improved learning results only for definite models of collective appraisal Also Mayes

(2002) asked a request of whether e Learning is simply a support device for existing

approaches of learning The most noticeable conviction of e-Learning is the total absence

of critical personal interactions, not only between learners and instructors, but also among

colleague learners (Young, 1997, Burdman, 1998) According to Almosa (2002),

regardless of all the drawbacks of e-learning, there are a lot of advantages which stimulate

its use and also encourage the search for ways to reduce problems

‘The advantages of e-learning given by studies are summarized as the following

* It is adaptable when issues of time and place are taken into consideration According to

Smedley (201 0),e-learning gives the institutions and their students or learners the much

flexibility of time and place of conveyance or reccipl of according lo learning knowledge

© elearning onhanecs the aflequacy of information and capabililics through case af access to a huge amount of information

© Il is able to supply opportumitics for relations between learners by the utilizing of

discussion forums Wagner cl al (2008) note thal c-Lcarning makes accessible cxlra

prospects for interactivity between students and teachers during substance delivery

« E-learning is cost effective in the sense that there is no need for the students or learners

to travel It is additionally cost effective in the sense that it offers opportunities for learning for the most extreme number of learners with no require for mmerous buildings

« B-learning continuously takes into consideration the individual learners contrasts Some

learners, for occurrence incline toward to concentrate on certain parts of the course, whereas others are prepared to review the total course

* F-learning helps compenaale for shortages of academic slalf, consists of instructors or

teachers as well as facilitators, lab technicians etc

The disadvantages of e-learning given by studies (Collins, 1997; Klein, D & Ware, M 2003,Hameed, 8 Badii, A & Cullen, A J,, 2008; Almosa, 2602; Akkoyuklu, B & Soylu,

M Y , 2006; Lewis, 2000; Scott B.,, Ken C H & Edwin M G., 1999: Mare, 2002) are

summarized as following

« E-learning makes the learners undergo consideration, remoteness, as weli as lack of interaction or collaboration Tt therefore expects a very strong motivation as well as

skills with to the management of time in order to decrease such effects

¢ With respect to interpretations, offer of explanations, as well as interpretations, the e- learning way might be less useful than the traditional method of leaning, The learning

process is much easier with the application of the face to face encounter with the instructors or teachers

¢ When it comes to development in communication skills of learners, e-learning as a

method might have anegative impact Though might have an outstanding acquaintance

in academics, they may not own the needed skills to provide their acquired knowledge

to others

© Since tests for appraisals in e-learning are possibly done with the utilization of proxy,

it will be challenging, if not impossible to manage or regulate bad activities like

cheating

© Also not all fields or discipline can use the e-learning technique in education For

instance, the purely scientific fields that contain practical cannot be properly studies

through e-learning Researches have disputed that e-learning is more appropriate in

social science and humanities than the fields such as medical science and pharmacy, where there is the need to improve practical skills

¢ E-learning may also probably be misled to piracy and plagiarism, predisposed by insufficient selection skills, as well as the ease of copy and paste

e E-learning may also conduct to congestion or heavy use of some websites This may bring about unexpected costs both in time and money disadvantages;

2.3 Modeling the framework for assessment of online learning effectiveness

23.1 The needs of facilities requirement

School facilities are one of the key educational requirements that must be sustained in term

of security and quality Parents sometimes are taking into consideration the school facilities

as the important principle in the school selection A good condition of school buildings and

components reinforce the improvement in teaching and learning progress in the school

(Earthman, 2002; McKoy, D., Vincent, J M., & Makarewicz, C, 2008)

The United States Department of Education analyzed teachers’ utilizing of technology in

education in the public-school frameworks (Gray, L., Thomas, N., & Lewis, L, 2010) Of

14

the teachers studied, 97% were found to have one or more computers in the classroom, and 54% expressed that they may and would bring computers into the classroom, in spite of the

fact that less than 40% utilized the technology ‘offen’ and 29% ‘sometimes’ In spite of

having open access to technology, only 69% of instructors utilized the technology at hand

on a consistent basis (Gray, L., Thomas, N., & Lewis, L, 2010)

In an earlier research, Heafner (2004) studied the impacts of technology on student development ina social studies classroom The students were in grades 9 and 10 who were

studying World History, Economic, Legal, and Political Systems In this report, students

were forced to make a PowerPoint slide as part of their assignment Although standard classroom behavior and hallway behavior was acclaimed, once students arrived at the computer lab, it was noticed that the students displayed a marked change in behavior

Students start to get excited about studying, and showed pride in their work All students

reported enjoying the assignment and expressed that they felt more motivated

‘There are many reasons why students might feel more encouraged when technology is in the classroom Liu (2016) showed a study amongst elementary school classrooms In this

report, 31 teachers were followed over the course of eight weeks At the end of the study,

the teachers had to answer the question ‘why did you choose to use technology in your

course?” There were several diverse responses ranging from 14.8% describing that it met

the individual demands of the learners (differentiation and inclusion), to 17% claiming it

helped with behavior management and routines The largest set of respondents (31.1%)

expressed that it supported with student engagement and motivation, and helped the teachers to make more literature-based connections that were more entertaining and

interesting to students

In conclusion, today's generation of students are evolving in the information age Access

to diversify of technology and the internet is not only reachable, but mandatory To be most sufficient, students must be educated in a manner in which they learn best When put into

a technology supported environment that is more helpful to their students” learning style,

teachers can use a diversify of technologies that have the potential to encourage students

1Š

and help constructivist approaches to learning, for example, Google Docs, SMART Boards, clicker-based response systems, and other types of interactive technology The objective

of educators is integration of existing technologies for beneficial learning,

23.2 SocialPresence

Social presence in online learning has been illustrated as the capability of learners to plan themselves communally and expressively, thereby being classified as ‘real people” in mediated communication (Gunawardena, C., & Zittle, F., 1997; Short, J., Williams, E., & Christie, B, 1976) Of the three sections included in the Col framework, the role of social presence in educational settings has been examined the most extensively, in both online and face-to-face course settings (Gunawardena, C., & Zittle, F, 1997; Richardson, I C., & Swan, K., 2003; Rourke, L., Anderson, T., Garrison, D R, & Archer, W, 2001; Walther, 1992)

The objective of social presence in an educational context is to generate the conditions for

inquiry and quality interaction (reflective and threaded discussions) to obtain worthwhile

educational goals collaboratively Although socio-emotional communication might be vital, it is not sufficient for educational purposes Personal relationships and interaction

must be stated in academic terms Social presence for educational purposes cannot be divided artificially from the purposeful nature of educational communication (i.e., cognitive and teaching presence)

233 Cognitive Presence

Garrison, Anderson, and Archer (2001) portrayed cognitive presence as the extent to which learners are able to form and confirm meaning through sustained reflectionand discourse

Of the three kinds of presence in the Col framework, cognitive presence likely is the most

challenging to research and develop in online courses (Celani, MA A, & Collins, H, 2005; Garrison, D R., & Cleveland-Innes, M., 2005; Moore J L., & Marra, R M., 2005) Though participant interaction certainly is foundational for improving cognitive presence,

it appears that critical thinking skills might be enhanced via a diversify of online course formats (Duphorne, P L., & Gunawardena, C N, 2005; Moore, J L., & Marra, R M,,

16

2005; Oriogun, P K., Ravenscroft, A, & Cook, J., 2005; Schrire, 2004), A possible

interpretation for why multiple formats may be effective for supporting cognitive presence

is that group composition could be more important than discussion format Lee and Lee (2006) recently discover that student groups consisted of a variety of personalities may be

more effective in developing metacognitive interaction than do groups comprised of only extroverted or introverted learners

From the participants’ viewpoint, it is disputed here that moving the discussion

developmentally would be facilitated considerably by enhancing the metacognitive

awareness of the stages of inquiry and how this relates to the particular task at hand (see

discussion in next section) One suggestion is for participants to be metacognitively aware

of their contributions by requiring that they identify the level of the response, Pawan, Paulus, Yalcin, and Chang (2003) recommend that students self-code their postings, as modeled by their instructors This discussion of issues related to students’ progression

through the inquiry process has implications for the study of teaching presence, to which

we now turn our attention

23.4 Teaching Presence

Anderson, Rourke, Garrison, and Archer (2001) conceptualized teaching presence as

having three components: (1) instructional design and organization; (2) facilitating

discourse (originally called “building understanding”), and (3) direct instruction The

consensus is that teaching presence is a significant determinant of student satisfaction,

perceived learning, and sense of community Since, of the three elements, it has been most recently conceptualized, we provide a more detailed review of teaching presence and its

dimensions

Anderson et al (2001) described the design and organization aspect of teaching presence

as the planning and design of the structure, process and interaction and evaluation aspects

of the online course Instructors must be more explicit and transparent regarding these aspects of the online course because the social cues and norms of the traditional classroom

are absent (Anderson, 2002; Coppola, N W., Hiltz, S R, & Rotter, N G., 2002)

17

Related to Chickering and Gamson's (1987) ideas of contact between students and faculty

and reciprocity and cooperation among students, Anderson et al (2001) conceptualize

facilitating discourse as the means by which students are engaged in interacting about and

building upon the information provided in the course instructional materials This role is associated with sharing meaning, identifying areas of agreement and disagreement, and seeking to reach consensus and understanding,

Anderson et al, (2001) defined direct instruction as the instructor's provision of intellectual

and scholarly leadership, in part through sharing their subject matter knowledge with the

students They also contended that a subject matter expert, not merely a facilitator, must

play this role because of the need to diagnose comments for accurate understanding, inject

sources of information, direct discussions in useful directions, and scaffold learner

Knowledge to raise it to a new level In addition to sharing knowledge by a content expert,

direct instruction is concerned with the indicators that assess the discourse and the efficacy

of the educational process Responsibilities of the instructor here are to facilitate reflection

and discourse by presenting content, using various means of assessment and feedback

Explanatory feedback is crucial This type of communication must be perceived to have a

high level of social presence/ instructor immediacy (Arbaugh, 2001; Baker, 2004; Gorham,

1988; Richardson, J C., & Swan, K

content and pedagogical expertise to make links among contributed ideas diagnose

2003) to be effective Instructors must have both

misperceptions, and inject knowledge from textbooks, articles, and web-based materials 2.4 The application of an Enterprise Risk Management system to manage

against risk

24.1 Concept and definition

Risk management is about preventing the occurrence of risk, and in case it occurs, it is about limiting the consequences of such an occurrence ERM contents is conceptual model

that consolidates enterprise risk management and sustainability reporting that could

influence the business performance measured through EVA analysis (ERM) as an

enterprise-wide risk assessment and management process designed to ‘provide reasonable assurance regarding the achievement of entity objectives” (Michalak, 2016, pp 41-44)

ERM is used to create shareholders value by improving risk and returns trade - off on

various project The results of these findings may provide additional management insights

that have the potential to assist in the assessment of ERM investment decisions as well

ERM provides integrated method that combines risk management and value creation by

considering the impact of individual and overall risk on the firm’s operational objectives

ERM provides an integrated framework for identifying and preventing mutually dependent

risk sources, which can reduce earnings fluctuations Five ERM processes can potentially

enhance value and ERM creates value for firms include improved performance

management, improved risk-adjusted decision making, enhanced board over-sight,

improved capital efficiencies, and higher quality of strategic planning ERM is also a tool

to help managers understand the sources of risk and what types of strategies are required

to address them With respect to information improvement, ERM enhances the

information-related combinations of firm risks (Lechner, P., and Gatzert, N , 2017)

2.4.2 How ERM affect organization performance

ERM has a significant positive impact on businesses’ overall performance There is a

positive association between ERM process maturity and industry-adjusted operation

performance (ROA and ROE) It also affects to achieve high performance and social

accountability and responsibility (Nocco, B W and Stulz, R M., 2006) By using ERM approach, firms are able to reduce losses and earnings volatility and improve return on

capital and shareholder value This helps in formulate the strategic and business plans as

well as exposure to all business risks and eventually improves business competitive advantage This system tends to invest in more valuable net present value projects (Hoyt,

RE and Liebenberg, A P., 2011), ERM attempts to balance (optimize) the threats and opportunities that may lead to cost reductions through the increased integration of risk

assessment and management, Firms with higher levels of ERM process maturity are

characterized by higher operating performance than their industry peers utilizing

performance metrics closelyrelated to the earnings process ERM processes' positive effect

on operating performance is likely to also improve the management of cash flows and be linked to enhanced market performance (McShane, M K., Nair, A, and Rustambekov, E., 2011) A high-quality ERM system can potentially limit the ability of management to use

real activities or accruals to manipulate earnings, reducing information risk to financial

statement users

However, the ERM systems may be ineffective The risk has a great influence also on the long-term goal of the enterprise that is the value maximization and risk management can limit the possibility of occurrence of an event that will cause a deviation to the planned

outcome (Florio, C and Leoni, G , 2017)

24.3 ERM in University Environment

Rabihah Md'Sum & Zurina Md Saad (2017) stated that universities are distinguished from

typical commercial orgamzations by having a high visibility within the community at large,

by a plurality of objectives as reflected in their strategic plans, and by a relatively high

diffusion of accountability amongst those concerned with strategy implementation

University risks arise both from its position in the broader community and from its own

internal governance activities as well as the long term and event-based risks embraced by

the new standard and can be conceived as strategic, operational or both as follows:

®© Strategic risks are University-wide risks that relate to the broad university risk

context in terms of outcomes of university activities, threats arising from the external environment in which the

University operates, and risks associated with the internal governance of the university Strategic level risks are usually associated with longer term

consequences and may necessitate treatment processes involving policy changes

© Operational risks are those risks associated with activities carried out by Faculties and/or admimstrative units to implement University strategies, conduct the core

University activities of learning teaching and research, and to manage the

operations and resources of the University The risks may be common to several

Faculties or units, or may be specific to an individual Faculty or unit

2.5 Lessons of successes and failures

Historically, many epidemics seriously affected socio-economic conditions such as

Justinian pandemic (541 - 750 AD), Black death - Plague (1346-1351), pandemic

Cocoliztli (XVI century), Cholera (XIX century), Spanish flu (1918-1919), Asian

pandemic (1957-1958) However, these cases only affect one or a few certain areas of the

world But the Corona virus was extremely influential, creating epidemics like SARS,

MERS and Covid-19 From November 2002 to July 2003, SARS or severe acute

respiratory syndrome broke out in Hong Kong, spreading worldwide with 8422 cases of infection and 774 deaths Meanwhile, MERS-CoV, which causes Middle East Respiratory Syndrome, has spread to 27 countries in the Middle East, North Africa, Europe, Asia and the US As of January 2019, there were 845 deaths from MERS, accounting for 34.5% of the total number of infections In December 2019, a new disease caused by the Corona virus called Covid-19 broke out in Wuhan City (China) and spread to countries around the

world (YouMed, 2020),

Therefore, there have been many studies and reports on the impact of disease outbreaks However, the high level of danger as well as the great impact that Covid-19 has brought

are very rare Because the disease was newly discovered and unintended consequences,

data for analysis and evaluation are almost not available, if any, research institutions will not share

The previous studies did not have specific and lack of flexibility Other studies are written

for non-educational organizations, or neither about Vietnam nor International School, so

the results of the research are influenced by demographic factors Meanwhile, our research

aims specifically to improvise to current situation of International School to show the

practical results achieved by IS in the face of the global pandemic, as well as the limitations

of the Faculty's support methods for students From there, we will make objective

conclusions and suggestions (o improve the limitalions and increase student, satisfaction

after the epidemic

Đ rs}

CHAPTER 3: METHODOLOGIES AND DATA

3.1 Research procedures

Using qualitative analysis technique combined with solid theoretical framework drawing

from significant previous literature, this study is expected to discover the comprehensive

experiences of student through 4 months of learning online, Further, based on the extracted

results, some implications are proposed to improve IS performance in terms of online

teaching,

The research process includes 2 steps that discover distinguished but consistently essential

factors related to educational experiences The first is, as aforementioned, the needs of

minimum infrastructure that is necessary for online learnings A survey was prepared and

distributed among IS students, questioning the types, quality and functions of online learnings facilities The results are intended to discover frequency of devices being used and quality provided by them The second step is an attempt to compare the educational

experiences of students under traditional method versus online learning method A

questionnaire following famous COI model was adopted and allocate to 40 students of IS,

with the purpose to differentiate the magnitude of each components between F2F and

online learnings, thus, drawing significant improvement for future

‘This thesis is going to follow the procedure below:

*Findings implications Recommendation

I conduct two surveys The main survey is over the readiness of IS’s divisions to respond

to the sudden coming of the pandemic (and any other future shocks) through specific

actions of International School, especially the action of provisional online learning method

to replace traditional learning by comparing student satisfaction with Online learning and

Face to Face As a result, the second survey is to complement the previous survey, to make

clearer and more accurate the impacts of International School’s activities, because it assess the level of student’s satisfaction for the effectiveness of Online learning compare to Face

to Face in order to make clearer for the research objective

The first questionnaire is brain-stormed with students of 2 course-classes of Risk and Risk

Analysis Based on the discussions of the 2 above course-classes, the questionnaire below

was developed The model was conducted through literature review as well as the actual situation International School has been faced.

Figure 3-2: Questionnaire to ask students about their assessment of IS’ readiness

Academic Affairs

at home, international students have differenl experiences in new teaching melhads through

MS Team as well as the supporting facilities that the International School has provided, thoughtful description and reflection were sought I conducted to access and recommend candidale for interviews in order to answer the objectivity of research All observed variables were measured using Likert scale consisting of 5 levels, with “1” indicating very unsatisfied and “S” indicating very satisfied for every specific question

Drawing from the literature review, we design these below variables which are consistent with the object of the study:

Table 3-1: Questionnaires of Student's Satisfaction

Online Learning (To what extent you

satisfied with the quality of teaching

through EST

strongly agree,

4 disagree 5.strongly disagree)

(online — learning);(1 agree 3 neutral

delivered online

of approaching

The comfortability of using MS Teams

‘The easiness to express arguments and ideas

in MS Teams

Teaching quality (Teaching quality (1:

Very poor, 2: Poor, 3: neither poor neither

good, 4: good, 5: very good)

Interaction level of teachers when teaching online

Quality of knowledge delivered in lectures

Quality of expression and teaching activities

of lecturers Quality of sound and image Teaching Quality in the regular classroom after studying online

you satisfied | Airpods

Infrastructures | Internet connection

(To what extent | tecture videos

you satisfied with

Student’s Satisfaction To what extent you are satisfied with the

responsiveness of the School to your

complaints and requests during the

pandemic time?

(Note: developed basing on the literature review)

Figure 3-4: Education Experience framework

(Note: developed busing on the literature review)

For the purpose of underslanding the Educational Experience for the relationship of lhree components: Social Presence, Cognitive Presence, and Teaching Presence and put them into appraisal model During 2 months of online learning at home, international students

have different experiences in new teaching methods through MS Team as well as the

supporting facilities that the Intemational School has provided, thoughtful description and reflection wore sought T conducted (o access and recommen cancidais for interviews in order to answer the objectivity of research All observed variables were measured using

Likert scale consisting of 5 levels, with “1” indicating very disagreed and “S” indicating very agreed for every specific question

Drawing from the lilerature review, we design Lhese below variables which are consisterd with the object of the study:

Exploration

Integration Facilitating Discourse

Table 3-2: Questionnaires of Educational Experience

Social Presence: Open I felt comfortable introducing myself

T was able to form distinct | Co™™munication | in the course

individual impressions of I felt comfortable conversing with some course participants other participants in class

Group Cohesion |I felt comfortable interacting with

other participants in the course

I felt that my point of view was

acknowledged by other participants

in the course Cognitive Presence: Exploration The content of class is that J usually

I can approach new want to learn I think I can understand

understanding, and convey not need to research after class

Integration Tfeel it easy to connect my lectures to

example about what I have learn

I can link information through class and discover the differences of an

information in each subject I have

learn and I know the reason why

Revolution Tcan solve some problems happen to

me or around me based on knowledge

my lecturers have provided

I can share the information I attained

to people around me and help them

deal with some problems if 1 can

Instructional Instructor actions reinforced the

design and| development of a cohesive

participants,

Direct ‘The instructor provided clear

instruction instructions on how to participate in

course learning activities

Facilitating The instructor was helpful m guiding Discourse the class towards understanding

course topics in a way that helped me

clarify my thinking

The instructor was helpful in

identifying areas of agreement and

disagreement on discussed topics that helped me to lean

Educational experiences In General, you satisfy with the

method of teaching and received

knowledge

(Note: developed basing on the literature review)

30

3.3 Data

Primary data is get from the survey with students of International School about Student's

Satisfaction and Educational Experience

Secondary data is collected from the official Website of the International School, the

reports, books, and journals of famous and reliable researchers, such as Allen, L E.,

Seaman, J, Mayes, T

Our research conducts analysis of reports of students from 5 course classes, including Risk and Risk Analysis course classes on Monday morning and Tuesday afternoon, re)

Business Analysis course class on Tuesday morning and Friday morning, and 1 Operations

‘Management course class on Monday afternoon ‘The purpose of this work is to ensure the

accuracy and reality of the data, in order to make the analysis and assessment of the real

situation clear and closer to reality The result shows a number of findings and assessment from student's view of International School reaction against pandemic

After 2 weeks of sending, we finally collected 20% of total data response results for the

Student's satisfaction survey, and 30% of total data response results for the Educational

Experience survey

‘The data was cleaned up by removing missing and invalid data

31