E learning in higher education in vietnam a case study of funix

From comparative analysis and discussion of a case study of an online educational model, the paper, then, proposes policy recommendation to help e-learning institutions apply effectively

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

CHU NGOC MAI

E-LEARNING IN HIGHER EDUCATION IN VIETNAM – A CASE STUDY OF FUNIX

MASTER'S THESIS

Hanoi, 2019

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

CHU NGOC MAI

E-LEARNING IN HIGHER EDUCATION IN VIETNAM – A CASE STUDY OF FUNIX

MAJOR: PUBLIC POLICY

CODE: PILOT

RESEARCH SUPERVISOR:

Dr NGUYEN THUY ANH

Hanoi, 2019

First of all, I would like to express my sincere gratitude to Dr Nguyen Thuy Anh,

my thesis supervisor, for her guidance and encouragement during the process of writing my thesis Thanks to her valuable advices and enthusiastic supports, I can identify appropriate direction & method for my thesis and complete my paper Secondly, I would like to express a special appreciation to people in FUNIX where I had a chance to participate in a variety of activities in an online university, conduct interviews and collect data for my thesis Particularly, special thanks go to Mr Phan Phuong Dat, the Director of FUNIX and Ms Nguyen Thi Thu Hien, Deputy Manager of Program Development who have provided supports and effective coordination with other departments in FUNIX, enabling me to access different sources of data and collect useful information for my thesis

My sincere thanks are also extended to lecturers and staff in Master of Public Policy Program in Vietnam Japan University for their great supports I would like to thank professor Okamoto Naohisa and professor Vu Hoang Linh for their feedback on my paper for better improvement Also, I would like to say thank to Ms Pham Thi Thu

Ha for her assistance during my two years of studying and the period of writing my thesis

Finally, I wish to express my gratitude to my family and friends for being a great source of motivation and encouragement for me to cope with difficulties during my thesis conducting and complete my paper

TABLE OF CONTENTS

LIST OF TABLES i

LIST OF FIGURES i

ABBREVIATION ii

Chapter 1: INTRODUCTION 1

1.1 Research background 1

1.2 Research rationales 2

1.3 Research significance & objectives 2

1.4 Research questions 3

Chapter 2: LITERATURE REVIEW 4

2.1 Empirical reviews of previous studies 4

2.1.1 Studies on impacts of e-learning on education 4

2.1.2 Emerging of e-learning and effects on traditional HEIs 4

2.1.3 Current states and challenges to e-learning integration in HE 5

2.1.4 Studies on current situations of e-learning in HE in Vietnam 6

2.2 Conceptual reviews of e-learning terms 7

2.2.1 Diversification of distance learning in educational systems 7

2.2.2 Technical terms in e-learning program development 9

2.3 Theoretical models & frameworks 10

2.3.1 A framework for e-learning application 10

2.3.2 A model to evaluate e-learning quality in developing countries 12

2.3.3 A summary of main perspectives for e-learning models & frameworks 13

Chapter 3: METHODOLOGY 15

3.1 Qualitative research 15

3.2 Research design of a case study 15

3.3 Description of activities 16

3.3.1 Desk-based reviews 16

3.3.2 Participant observation 17

3.3.3 In-depth interviews 17

Chapter 4: FINDINGS 19

4.1 An overview of e-learning in higher education in Vietnam 19

4.2 Organisational structure of an online university 20

4.2.1 An overview of FUNIX online university model 20

4.2.2 Organizational structure of an online university – FUNIX model 22

4.3 Development and delivery of online courses for HE program 24

4.3.1 Procedure of online course developing and operating 24

4.3.2 ICT facilities 26

4.3.3 Human resources – Academic & professional staff 27

4.4 Provision of HE educational degrees in an online university 29

4.4.1 Full online e-learning programs for bachelor degree & relationship with “offline” universtities 29

4.4.2 Blended learning programs for bachelor degree and cooperation with traditional universities 30

Chapter 5: ANALYSIS AND DISCUSSION 32

5.1 A comparative analysis between models of online and traditional universities 32

5.1.1 Differences in organisational structures 32

5.1.2 Advantages of e-learning model comparing to on-campus model in terms of time and location 32

5.2 Shortcomings and challenges to application of e-learning in HE 33

5.2.1 ICT facilities 33

5.2.2 Human resources 34

5.2.3 Policy implication of higher educational degree provision 35

Chapter 6: RECOMMENDATIONS & CONCLUSION 36

6.1 Recommendation 36

6.2 Limitation & further studies 38

6.3 Conclusion 39

REFERENCES 41

APPENDIX 47

LIST OF TABLES

Page

Table 2.1 Khan’s descriptions of eight dimensions for e-learning framework 11

Table 2.2 Main perspectives of e-learning models & frameworks 14

Table 3.1 In-depth interview details 18

Table 4.1 Important milestones of FUNIX’s establishment 20

Table 4.2 Details of academic & professional staff 28

LIST OF FIGURES Page Figure 2.1 Khan’s e-learning framework 11

Figure 2.2 E-learning quality evaluation model 13

Figure 4.1 Organisational structure of FUNIX 23

Figure 4.2 Practical procedure of online course development 25

Figure 4.3 Human resources in e-learning course development & operation 27

ABBREVIATION

HE: Higher education

HEIs: Higher education institutions

IT: Information technology

ICT: Information and communication technology MLS: Management learning system

MOOCs: Massive open online courses

QA: Quality assessment

OSS: Open source software

MOET: Ministry of Education and Training

CHAPTER 1 - INTRODUCTION

1.1 Research background

Progress in science and technology has posed profound impacts on our modern society Thanks to advanced technology, education has experienced evolution of different educational forms throughout the history From the traditional styles of teaching in classroom context characterized by face-to-face interaction between teachers and students, the new concept of distance learning was created based on the emergence of computer-based learning as well as video lectures and television programs (Holmberg, 2005) The following generation of distance education is the emergence of e-learning inspired by the expansion of internet access with emphasis

on web-based learning (Saykili, 2018) Recently, the birth of massive open online courses (MOOCs) was remarked as a new wave of distance education with highlights of increasing interaction among participants and meeting increasing demand from a huge number of learners regardless of geographical location (Tracey, 2013) The evolution of online education throughout the timeline of history has proved its potentials of expanding application and integration in all levels of education

Moreover, the phenomenon of industrial revolution 4.0 is believed to make changes

in all aspects of our life (Hussin, 2018) Then, impacts on different educational levels are inevitable Particularly, in responding to the fourth industrial revolution, higher education (HE) has experienced considerable changes in terms of curriculums, pedagogical approaches, teaching methods as well as functions of education (Xing & Marlawa, 2017) As a result, higher educational institutions (HEIs) are supposed to adapt and make appropriate changes to increase access and meet increasing demands of learners

Also, current trends of educational development in the age of 4.0 industrial revolution focus on innovation in teaching methods and learning approach (Hussin,

2018) For instance, it is stated that there has been an increasing tendency of developing flexible learning approach regardless of time and space limitation Moreover, students are considered as the central focus of the learning environment

in which courses are designed in responding to trending requirement of learners

1.2 Research rationales

In Vietnam, there has been a boom in online educational market with diversified learning providers and various forms of online learning (Le, 2017) For tertiary education, since 2000s, universities started to show interests in e-learning application in higher education and initiated the trend of integrating e-learning in programs for Bachelor’s or Master’s degrees (Nguyen, 2016)

e-Therefore, increasing demand for e-learning programs in higher educational environment has made it necessary for universities and e-learning providers to apply effectively e-learning approach for the purpose of attaining undergraduate and post-graduate programs

More importantly, there has been a limitation in policy documents on governmental direction of higher educational e-learning model development and regulations for management of e-learning providers’ activities in the online educational market For instance, the Ministry of Education and Training have issued only two documents in

2016 and 2017 on application of Information and Communication Technology (ICT) in online education and regulation of distance higher education (MOET, 2016; MOET, 2017)

Consequently, it is essential for policy makers to provide more specific regulations

to manage operation and activities of e-learning providers in Vietnamese markets

1.3 Research significance and objectives

Significance of the study:

 Higher educational institutions & e-learning providers

 Policy makers

Objectives of the research

The research aims at providing an overview of the current situation of e-learning application in higher education in Vietnam and an insight into the operation of an e-learning institution From comparative analysis and discussion of a case study of an online educational model, the paper, then, proposes policy recommendation to help e-learning institutions apply effectively e-learning in higher education in the context

of Vietnam

1.4 Research questions

The main research question:

How can e-learning providers improve their application of e-learning in higher education in Vietnam?

Research sub-questions:

1) What is the current situation of learning in HE in Vietnam in terms of learning application types and provision of higher educational degrees? 2) What is the procedure of developing & delivering an online course and its influencing factors?

e-3) What are advantages of e-learning application in HE comparing to traditional method of education?

4) What are shortcomings and existing challenges to e-learning providers in applying e-learning in HE (in terms of developing online courses and providing university degree?

5) What policy recommendation should be made to enable e-learning providers

to utilize advantages and tackle difficulties in the process of e-learning application in higher education?

CHAPTER 2 – LITERATURE REVIEW

2.1 Empirical reviews of previous studies

Many studies have been conducted about the state of e-learning application in HE in both developed and developing countries These papers have provided an insight into effects that e-learning have posed on changes in higher educational programs and current status of the process integrating e-learning in HE

2.1.1 Studies on impacts of e-learning on education

E-learning has been proved in a number of recent research to pose significant effects on education in general and HE in specific In terms of e-learning impacts on the educational system, Agarwal & Pandey (2013) on a paper published in International Journal of Science and Research emphasized benefits for both educators and learners In comparison with traditional way of teaching, e-learning has been stated to be less expensive because of reduced cost for provider sides in terms of campus infrastructure, printed materials and other necessary facilities for face-to-face learning Also, thanks to this type of distance learning, learners can save both money and time for travelling (to their learning location) and even cost of renting accommodation (when studying far from their hometown) (Agarwal & Pandely, 2013)

In addition, e-learning with flexibility is believed to release teachers and learners from pressures of time (Mentis, 2017) As online courses can be accessed anywhere and anytime so that learners can choose their own suitable learning pace with less conflicting to their private business and schedule

2.1.2 Emerging of e-learning and effects on traditional higher educational institutions

More importantly, changing from traditional method to online education has made remarkable changes in the higher educational institutions (HEIs) A study conducted

by University of Wolverhampton for Journal of University Teaching and Learning

practice in the United Kingdom have shown some key features in the impacts of learning in higher education (Singh et al., 2005) The authors, firstly, indicated effects of e-learning in HEIs as the organizational structure of a university and its connection with industry would experience changes For instance, HEIs are supposed to have a more flexible organizational structure in response to increasing emergence of advanced technology and application of ICT in learning and teaching methods The researchers also emphasized the need for cooperation between traditional universities and businesses, in particularly private educational providers (in a form of corporate universities) to provide online program with the aims of meeting increasing market demand from part-time students

e-Furthermore, functions of academic staff should be taken in consideration because integration of e-learning in teaching activities has required lecturers to adopt appropriate pedagogical approach to utilize advanced technology and to adapt with new virtual teaching & learning environment The authors also mentioned the importance of training academic staff in technological knowledge so that they can deliver effectively online courses for higher educational programs (Singh et al., 2005)

2.1.3 Current states and challenges to e-learning integration in HE

As proved in previous studies, the expansion and development of e-learning with more profound impacts on different forms of education is significant Some international organisations have conducted research to study current status of e-learning application in HE Bichsel (2013) from EDUCAUSE Centre for Analysis and Research has provided a comprehensive picture on the integration of e-learning

in HE and pointed out major aspects that HEIs need to improve for effective application of e-learning models The findings of this theses highlighted increasing concerns of HEIs in initiating online courses in some department levels of the university Also, benefits of e-learning have been proved in the research through growing non-traditional enrolment rate thanks to more open learning access and flexible types of learning environment

Similarly, research undertaken in different parts of the world like European countries (Gaebel et al., 2014), Bolivia from South America (Holmström et al., 2012) or Mongolia from Asian regions (Tuul, 2016) have proved the prevailing trends of e-learning impacts in HE However, there have been challenges that HEIs

in these countries may face in terms of applying different forms of e-learning in proving tertiary programs (Islam, Beer & Slack, 2015) Among them, traditional learning styles and cultural features which are hardwired and not always resistant to change can be obstacle for both teachers and learners to adopt new teaching style and accept new learning environment Moreover, lack of practical pedagogical approach, unavailability of ICT infrastructure and unqualified knowledge in technological application have been mentioned as existing disadvantages of many institutions of higher degrees (Kigundu, 2014)

2.1.4 Studies on current situations of e-learning in HE in Vietnam

In Vietnam, academic papers on status and application of e-learning in university context are in limited number The most two prominent studies focusing on the main topic of e-learning in the HE have been completed by Nguyen, Park & Min (2015) and Dang (2014) One of the two papers focuses on providing an analysis on Vietnam capacity and probability of maintaining e-learning systems (Nguyen et al., 2015), while the other aims at studying the process of implementing online programs in traditional universities through some case studies (Dang, 2014)

In the first study, the authors provided an overview of e-learning development in Vietnam since 2007, highlighting the growth of online educational market in Vietnam and growing interests of young people towards e-learning approach (Nguyen et al., 2015) Through the results of the quantitative research, the studies showed the positive and significant correlation between factors of technology, organizational support and institution capacity (independent variables) and learning satisfaction & learning efficiency (dependent variables) However, the research has not delivered a more throughout discussion on how these above factors of IT facilities and institutional improvement can pose impacts on better learning

outcomes Furthermore, the study mentioned consistent supports from government and efforts from universities on integrating e-learning in traditional educational programs Although the discussion part of this research showed experience from other countries in applying e-learning, it did not go into details of developing a sample framework to effectively integrate e-learning in under-graduate and post-graduate programs of universities

The study by Dang (2014) provided a more specific case study of applying learning in three universities in Vietnam The findings of these three case studies have enabled readers to have a clearer view on implementation of e-learning in the context of higher educational institutions with focus on blended-learning programs Also, a cross-case analysis approach was adopted in the research to study influences

e-of three contextual factors e-of technology, organization as well as teaching and learning content However, the main subject of this research is traditional universities undergoing a process of changing educational approach by combining online and on-campus learning There has been no data and information on the roles

of private and independent e-learning providers who can support traditional universities by providing a full online program for higher educational degrees with all factors of IT platform, curriculum content and learner performance management tool

2.2 Conceptual reviews of E-learning terms

2.2.1 Diversification of distance learning in educational systems

The evolution of distance learning has proceeded throughout the development timeline of educational system The emergence of the term distance learning can be traced back in the 20th century, especially since 1970s and 1980s when it was first officially mentioned in International Council for Correspondence Education

(Holmberg & Bernath & Busch, 2005) It is important to distinguish distance education and its neighbouring terms like e-learning, hybrid or blended learning There is a blur and thin border between these similar concepts as they may have

some common characteristics and may overlap each other More importantly, the development of these forms of learning has a close connection with the evolution of advanced technology and application of information and communication technology

in educational activities

Distance learning vs traditional learning (campus education)

The main differences between traditional ways of learning and distance learning are teacher-student interaction and learning space Saykili (2018) in a paper for the International Journal of Contemporary Educational Research summarized some key features to distinguish these two types of learning While campus education can be characterized as face-to-face interaction of lecturers and learners in real place of classrooms, distance learning is defined as the types of learning without regular face-to-face interaction In distance learning, teachers and students can be separated physically and be connected together via different channels of media (Saykili, 2018)

E-learning

Together with development of advanced technology and ICT application in teaching and learning activities, distance learning has been diversified and expanded Media channels and tools in which students from distant areas acquire knowledge have evolved from simple forms of radio, videos or TV learning programs to computer-based and web-based learning systems (Bates, 2005) E-learning is defined as a third generation of distance education with the emphasis of computer platform and internet access (Bates, 2005) For instance, computer-based environment and internet connection help teachers and students to interact together in an online conference and students can study in virtual classroom without direct lecturing of teachers

Massive open online courses (MOOCs)

The term MOOCs, which is the abbreviation of massive open online courses, originally used in 2008 by Dave Cormier from the University of Prince Edward

Island (Canada) to define the “Connectivism and Connective Knowledge” course delivered freely to a huge number of online learners (Tracey, 2013; Yeager, Hurley-Dasgupta, & Bliss, 2013) The key feature of MOOCs refers to open and free online courses providing access to a large number of learners worldwide This type of learning have been integrated widely in different educational levels with more encouragement on interaction between lecturers and learners via social network (Saykili, 2018)

Blended learning or Hybrid learning

Blended learning is a combination of online and offline education in which students can learn in both traditional on-campus classrooms and virtual learning environment (Bryan & Volchenkova, 2016) In this type of learning, a part of educational program used to be taught directly in class will be replaced by web-based learning

In higher educational institutions, hybrid learning can be used as a solution for the problems of limited classroom numbers in university campus and a convenient online learning form for students (Graham, 2006)

2.2.2 Technical terms in e-learning program development

The process of developing, designing, delivering and maintaining an online course would requires the foundation of ICT infrastructure and assistance of advanced technological tools Having an insight into basic definition of these below technical terms is essential to understand the key features of e-learning and important roles of technological innovation and application in online education development

Synchronous & asynchronous learning

These two terms help express typical characteristics of e-learning The crucially distinguished point in these two concepts is the time student accessing and participating in online courses In synchronous learning, people, regardless of their location, can engage in an online course at the same time so that they can involve in real time interaction with teachers and other classmates in their virtual classroom Whereas, in asynchronous learning, participants enrol in the course at different time

and follow different learning schedule based on their own timetable and learning pace (Pappas, 2016)

Learning management systems (LMS)

This term can be defined as a learning platform or software application allowing online course designers and providers to create, deliver and manage digital content

of a course (Pappas, 2016) Also, LMS provides tools to track learning data and evaluate performance of learners (McNamee, 2018)

E-learning authoring tool

E-learning authoring tool is a software to assist teachers and online course designers

to create their digital lecture content This software is developed with a digital library containing useful templates and assets which enable teachers to design their slides, video or audio lectures as well as exercises and assignments in the form of multimedia content (Pappas, 2016)

2.3 Theoretical frameworks and models of E-learning application

2.3.1 A framework for e-learning application

The global e-learning framework developed by Khan (2010) has proposed a framework of implementing e-learning based on eight dimensions, helping identify necessary factors contributing to the process of designing an e-learning program

Figure 2.1 Khan’s e-learning framework

Source: Khan (2010) The eight dimensions that Khan mentioned can be described clearly through the division of main dimensions into different sub-dimensions with detailed description The table 2.1 aims at summarised key characteristics of these dimensions

Table 2.1 Khan’s descriptions of eight dimensions for e-learning framework

No Dimensions Sub-dimensions Descriptions

1 Institutional  Administrative affairs

 Academic affairs

 Student services

Focussing on different aspects relating to administrative & academic issues of e-learning

institutions’ operation as well

as services for learners

2 Management  People, process, product

 E-learning content development

 E-learning environment

Managing all activities concerning procedures of developing e-learning content

& maintaining educational environment for online courses

3 Technological  Infrastructure planning

 Design approach

 Instructional strategies

 Blending strategies

analysing of content, audience & learning objectives; focusing on strategies for e-learning instructional design &

implementation

8 Evaluation  Content development

process

 E-learning environment

 E-learning at the program

& institutional levels

 Assessment of learners

Focusing on assessments of both learners’ performance and e-learning environment

Source: Khan, 2010 This framework can be applied in different scopes of e-learning development through the process of exploring these dimensions thoroughly to create effective and flexible e-learning system in a specific context

2.3.2 A model to evaluate e-learning quality in developing countries

This model developed by professors in universities of Kenya (Hadullo & Oboko & Omwenga, 2017) aimed at providing key factors to evaluate e-learning application quality

Figure 2.2 E-learning quality evaluation model

Source: Hadullo & Oboko & Omwenga, 2017 This model examines six key factors including perspectives of both e-learning providers (institutions, course developers and supporting systems) and e-learning users (learners’ satisfaction and learning effectiveness) It provides an effective tool

to e-learning system in the context of Kenya particularly, which is also a helpful source of information for other developing countries to apply in their own contexts

2.3.3 A summary of main perspectives for e-learning models & frameworks

These above dimensions for e-learning implementation and factors for evaluation of e-learning quality can be categorised into some major aspects when referring to models & framework of e-learning operation These main aspects include crucial elements in the procedure of developing online programs and integrating e-learning

in education They are institutional management, course development, ICT infrastructure, pedagogical approach, human resources and learners The sub-elements of these six aspects are summarized in the table 2.2

Table 2.2 Main perspectives of e-learning models & frameworks

assessment Operation & maintenance

Technology facility (Available hardware &

software) E-learning environment

Pedagogical approach Human resources Learners

Learning strategies &

staff Instructors (learning supporters) Admin & IT supporter (technician)

Assessment of learners Academic achievement &

performance Enrolment rate Learning effectiveness Users’ satisfaction

Research scope and focused perspectives

In terms of the scope of the research, this study focuses mainly on four perspectives

of institutional management, course development, ICT infrastructure & human resources For institutional management, the paper concentrates on aspects of organisational structures, institutional policy as well as impacts of governmental policy & legal issues on operation of the e-learning institutions The author, then, explored the course development with an emphasis on procedure of course content building as well as operating and maintaining the course The factors of ICT infrastructures with availability of software and hardware facilities and human resources of course designers, academic staff and instructors are also examined as elements for the course development process

CHAPTER 3 - METHODOLOGY

3.1 Qualitative research

Qualitative method is adopted in this research with the research design of a case study in a practical research site This research used both data from primary and secondary sources Primary data was collected through participant observing and in-depth interview conducting Secondary sources from desk-base reviewing provided information and figures from previous studies as well as policy & internal documents

3.2 Research design – A case study of FUNIX

The thesis used research design of a case study with the aim of having an in-depth insight into e-learning application in HE in the practical context of Vietnam For that purpose, it is useful to choose research site in an educational institution or an e-learning provider which delivering e-learning programs for higher degree

Rationales for choosing FUNIX as the case study

FUNIX online university is a model of e-learning provider for undergraduate programs FUNIX is a member of FPT Education which is an educational group established by FPT Corporation (Hoang, 2016)

To adapt dramatic development of advanced technology and to meet changes in demand of learners in educational methods, FUNIX, founded in 2015, has the mission to provide online courses using a completely new approach named FUNIX Way It is expected to improve educational quality and affect a wide range of students (without time and space limitation)

Embracing a great desire to build a network cooperating effectively educational institutions, learners and enterprises, FUNIX has expanded its cooperation with universities in other regions in Vietnam and international universities in the world (FUNIX)

More importantly, FUNIX’s operation can be considered as a start-up model of the first online university in Vietnam With these above features, this is an appropriate research site to be chosen as a typical case study of e-learning application in providing higher educational programs

3.3 Description of main activities

3.3.1 Desk-based reviews

The desk-based review focuses on studying papers provided from three main sources of literature review, FUNIX’s internal documents and FUNIX’s online courses

Literature review

 Conceptual reviews for key terms’ definition, models, frameworks

 Empirical reviews of previous studies from both international and Vietnamese sources

 Using account provided by FUNIX to experience online courses

 Analysing structure, main features and website prefaces of an online course

 Enrolling in some specific online courses (as the role of a learner) to experience functions & tools provided by the website (e-learning platforms)

 Comparing strengths and weaknesses of an online course with traditional studying materials

These main sources of materials are informative and helpful in providing theoretically initial understanding of e-learning operation for the first steps of studying overall information of online education and preparing for following stages

of experiencing actual e-learning in the context of FUNIX

3.3.2 Participant observation

The information was also collected through the process of observing activities and operation of FUNIX as an online university More importantly, the method of participant observation allowed the author to directly involve in a variety of tasks relating to the operation of an online educational institution and execute different steps in the procedure of developing an e-learning course For instance, conducting different tasks relating to e-learning program development and attending meetings

of the academic board are really useful for the study as the author had a chance to observe activities in the roles of both an outsider and insider (of the organisation)

As an insider, the researcher could directly involve in different activities, providing profound understanding of the actual context of e-learning development in FUNIX

3.3.2 In-depth interviews

Information was also collected by using method of in-depth interviews with people from different departments and occupational positions in FUNIX A series of personal interviews were conducted through the forms of both face-to-face and telephone contact The interviewees experienced both structured interviews with a set of pre-constructed questions and unstructured interviews with more open and flexible questions In these interviews, responses focused on descriptive information, data provision and viewpoint expression

Main objectives of the in-depth interviews were mainly people working in FUNIX and FPT University in both managerial positions and staff They were categorised based on main concerning issues of e-learning application in HE as mentioned in details in the table 3.1

Table 3.1 In-depth interview details

Categories Division & interviewees Main content

Overview &

organisational

structure

Human resources (Head of department, 1 person)

Student services (officer,

1 person)

Development background & history

Structure of an online university & functions of departments

Students’ enrolment since establishment

System maintenance (1 person)

Course designers (2 people)

Structure of an online course Online course development procedure in FUNIX

Process of delivering &

maintaining online courses

Academic human

resources

Academic department (Head & officers of Academic division, 3 people)

Academic staff for course development (course designers, reviewers, mentors)

ICT infrastructure IT System Division

(Lead of IT division, 1 person)

Program development division (officers, 2 people)

ICT infrastructures for online course running & MOOCs sources

Institutional policy

& provisions of HE

degree

Managerial positions in FUNIX

(Director & Deputy director, 2 people)

Operation of an e-learning provider

Legal status in providing university degree

Blended-learning program & cooperation with traditional universities

CHAPTER 4 – FINDINGS

4.1 An overview of e-learning in HE in Vietnam

Although e-learning had a longer history of development in many developed countries of Europe, America and developing countries in Asia, e-learning in Vietnam started draw concerns from both government and private sectors in 2000s (Nguyen, 2016) Since 2003, there have been numerous studies and conference focusing on e-learning application in educational activities conducted widely by universities and research institutions Together with the emergence of private businesses on online education market, Vietnamese universities have begun to apply e-learning in teaching activities since 2005 (Nguyen, 2016)

In 2015, the Decision 1559/QĐ-TTg issued by the government approving the proposal of developing distance learning in the period of 2015 – 2020, encouraging expanding of difference forms of online education in all levels of education with the aims of meeting increasing educational demands A great number of Vietnamese HEIs have adopted online education in their undergraduate programs (Phan, 2018) E-learning in higher education has been provided in different forms of applying and integrating A number of universities have developed their own online programs for higher educational degree For example, University of Danang, University of Hue and University of Can Tho have provided e-learning courses for their on-campus students with the establishment of a specialized & separated unit of online education These universities have taken full use of their own ICT capacity and designed curriculum with an appropriate learning approach for this type of e-learning integration (Dang, 2014) These online courses are usually integrated in on-campus higher educational programs in the form of blended-learning which is a combination of both online and offline ways of learning

On the other hands, universities can establish a distance training centre for the purpose of providing a full online program for university degree These universities

can cooperate with private e-learning providers so that these professional and specialized providers can support the university in ICT facilities and necessary tools for online course development and management For instance, top universities like Foreign Trade University, National Economics University or VNU-HCM University of Science as well as private universities like Hanoi Open University have cooperated with TOPICA or EDUTOP, leading e-learning providers in Vietnam, to provide graduate and post graduate programs in a variety of majors (Phan, 2018)

4.2 Organisational structure of an online university

4.2.1 An overview of FUNIX online university model

History of establishment

FUNIX was established from the FPT University’s demand of developing online education to increase access to higher educational programs for students, especially those who have difficulties in learning time or location The table 4.1 summarized important milestones in the timeline of establishing FUNIX

Table 4.1 Important milestones of FUNIX’s establishment

2015 A proposal of an independent online university

May–August 2015 FPT University’s proposing to FPT Corporation on an

independent unit providing e-learning products for university degrees

September 2015 MOET’s official decision on the establishment of A

Distance Training Centre of FPT University under supervision of FPT Corporation

13th October 2015 Official launching of FUNIX