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

Like the schools in the worl d 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

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM NATIONAL UNIVERSITY, HANOI

STUDENT: Nguyen Ngoc Tu Anh

SUPERVISOR: Hung P Nguyen (PhD)

STUDENT ID: 16071003

COHORT: IB2016C

MAJOR: International Business

LETTER OF DECLARATION

I hereby declare that the Graduation Project “The 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 r ules

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

Hanoi, 23rd May 2020

Nguyen Ngoc Tu Anh

ACKNOWLEDGEMENTS

First of all, I would like to express my deep gratitude my parents and other family members have supported and created favorable conditions for me during the past time and especially during my graduation project

The second, I would like to express my gratitude 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 I can complete my graduate thesis

In addition, during the process of studying, researching and carrying out the topic, I also received a lot of attention, suggestions and valuable support from teachers, colleagues, friends and relatives I would like to express my deep gratitude to International School teachers has conveyed to me the useful knowledge during the past four school years, to my friends and colleagues always encourage and support me in the process of studying and researching, and the students of the International School has enthusiastically participated

in answering research interviews for the topic

Sincerely,

Nguyen Ngoc Tu Anh

TABLE OF CONTENTS

LETTER OF DECLARATION i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

LIST OF TAB LES vi

LIST OF F IGURES vii

LIST OF ABBREVIATION viii

AB STRACT ix

CHAPTER 1: INTRODUCTION 1

1.1 Background of the case study 1

1.2 Research objective 2

1.3 Research questions 2

1.4 Structure of thesis 3

CHAPTER 2: LITERATURE REVIEW 4

2.1 University reactions toward Pandemic worldwide 4

2.2 Issues and challenges of delivering courses online 9

2.2.1 A model for using E-learning in Education 10

2.2.2 Pros and cons of online learning 12

2.3 Modeling the framework for assessment of online learning effectiveness 14

2.3.1 The needs of facilities requirement 14

2.3.2 Social Presence 16

2.3.3 Cognitive Presence 16

2.3.4 Teaching Presence 17

2.4 The application of an Enterprise Risk Management system to manage against risk 18 2.4.1 Concept and definition 18

2.4.2 How ERM affect organization performance 19

2.4.3 ERM in University Environment 20

2.5 Lessons of successes and failures 21

CHAPTER 3: METHODOLOGIES AND DATA 23

3.1 Research procedures 23

3.2 Survey questionnaire 24

3.3 Data 31

CHAPTER 4: ANALYSIS AND RESULTS 32

4.1 The business context of the International School 32

4.1.1 International School background 32

4.1.2 Current Strategy of the IS 33

4.1.3 The positioning strategy 34

4.2 The impacts of pandemic to schools and universities in Vietnam and Worldwide 37 4.2.1 The pandemic aftermath 37

4.2.2 COVID-19 change schools in the long run 38

4.2.3 Immediate damage 40

4.3 Key issues of International School in dealing with the pandemic 41

4.4 Results of Survey on the readiness of offices 41

4.5 Results of survey on current remote teaching methods, tools, and performance 43

4.6 Results of Survey on the Educational experience 49

4.7 Summary of findings and implications 49

CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS 55

5.1 Recommendations for the IS to increase its readiness against future crises 55

5.1.1 Opportunities arising from the Covid-19 pandemic 55

5.1.2 General solutions to alleviate difficulties for universities and school 56

5.1.3 How should International School posit itself in the market? 57

5.1.4 Protect workplace 60

5.1.5 Creating a broad Shock Plan during crisis 63

5.1.6 Communication with students and their families 67

5.1.7 Create remote teaching as fast as possible 67

5.1.8 Establishing an Enterprise Risk Management system 68

5.2 Limitation and further research 69

5.3 Conclusions 70

LIST OF REF ERENCES 72

APPENDIX 80

LIST OF TABLES

Table 2-1: Pandemic Response Plan by Alert Period 5

Table 3-1: Questionnaires of Student’s Satisfaction 26

Table 3-2: Questionnaires of Educational Experience 29

Table 4-1: The assessment of students regarding the readiness of units of Internatio nal School during the pandemic 42

Table 4-2: The assessment of students regarding aspects of Online teaching 44

Table 4-3: The satisfaction of students regarding Teaching 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 requests 48

Table 4-7: Total statistics 49

Table 5-1: Business Analysis of International School 58

Table 5-2: Opportunity and Threats of the International School 59

LIST OF FIGURES

Figure 2-1: Four stages of Pandemic 4

Figure 2-2: E-Learning Model 11

Figure 3-1: Research Procedures 24

Figure 3-2: Questionnaire to ask students about their assessment of IS’ readiness 25

Figure 3-3: Conceptual Framework 25

Figure 3-4: Education Experience framework 28

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 epidemic season For the education situation in Vietnam in general as well as for IS 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, International School has taken practical actions, proposed concrete solutions to help students to avoid the epidemic safely, and to participate

in acquiring knowledge of the subjects appropriately

CHAP TER 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 c)

The Covid-19 pandemic started from China in late 2019 and transmitted around the World The outbreak of COVID–19 as a global 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 could have 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, universities have implemented an online learning model Like the schools in the worl d 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 learning” 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

1.2 Research objective

This thesis is to (i) assess the readiness of the International School in facing with the current pandemic and other shocks in the future, and (ii) assess the effectiveness of delivering classes online as a replacement for regular classes and (iii) recommend actions to improve the performance

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?

 How IS can improve its performance following students assessments?

1.4 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 for my 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

CHAP TER 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

The results has been shown in the following Tables

Table 2-1: Pandemic Response Plan by Alert Period

Objective No k nown casual

human to human transmission of the virus No cases on campus or in local

community

Human to human transmission occurring but no cases on campus

or in the local

community

Increased and sustained transmission

of virus in the general population and cases in

the local community

Infection/absenteeism rates drop to levels which allow business practices to return

to normal

Student

Affairs

Coordinating with Public Relations, integrating pandemic response information for continuing and prospective students and their families, must identify successors in key student areas

Keep track of absences for all daily Office staff as well as flu-like symptoms, review emergency contact information for all Student Affairs staff and their respective staff

Inform students of potential international and domestic student exchange about student travel restrictions

Reduce unnecessary services while ensuring that the school's websites function properly Students will continue to access GET / SA for online registration, grades, class schedules, etc

Prospective students can register through CSUMentor and view their application status, including resources is missing

Students will apply for graduation online,

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 evaluate the effectiveness of change procedures and advice

Pre-pandemic Pandemic Alert Pandemic Recovery

department approval will be accepted by email

The school is closed but still needs to be addressed in time for the specific needs

of students regarding accessibility through the course's websites, and the availability of computers and technical support

Academic

Affairs

Disseminate information to Academic institutions about their understanding,

preparation and actions

Review policies and standards regarding student absences during absences, care for family members or if the school

is closed, regarding teacher absences,

Receive updates fro m the Pandemic Commission on the possibility of activating the Pandemic Response Plan, facilitat e appropriate informatio n dissemination for lecturers about the status and responses of the university

Ensure students are aware of personal and group hygiene in the

Monitor faculty and student absences and report to the University 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 evaluate the effectiveness of change procedures and advice

Pre-pandemic Pandemic Alert Pandemic Recovery

suggest changes to HR,

if appropriate

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

Disseminate influenza pandemic business plans

to all its faculty and staff Develop a plan for caring and supervising students in practice, internships and learning that serves the community

classroom and prepare alternatives for classroom instruction if possible

Review and consider withdrawing students during other internship

or clinical rotation and facilitate the dissemination of instructors

Ensure students are aware and practice personal and group hygiene in the classroom

Prepare and / or update action plans for individual areas with a focus on minima l personnel

Evaluate externa l contracts and service providers as a backup measure to maintain

Report the absence of an employee due to illness greater than one day to the Pandemic Manager, make job cuts to those essential functions / activities to continue the University's operations

All departments will continue to monito r members of their organization for flu-relate d symptoms and / or absences, restoring university operations to normal functioning as the

Pre-pandemic Pandemic Alert Pandemic Recovery

Evaluate how the organization will continue to function normally with the potential for large staff absences

operability and, if necessary, establish service contracts to perform

and teaching cases for students

In case of partial or full campus closure, follo w the department's plan to shut down and operate according to the essential functional protocol, as defined earlier

In case of university closure, implement the university / faculty plan

to shut down

situation will allow

allowed

Conduct an assessment of pandemic procedures and protocols, and report to the BCP Pandemic Commit t e e any opportunity for improvement and / or interest

Follow guidance and direction from 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 two 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 to move

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 satisf ied with online courses” (p.93) 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 - learning, 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

Blended learning may be a combination of learning at a distance and the traditional 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

on-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-learning,”

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

“virtual learning,” “tele-education,” “cyber learning,” “Internet-based learning,”

“distributed learning,” etc

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

and your instructors Lectures, assignments, tests are 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 take the same instruction A completely online college degree 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 (2011) 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 computer-assisted-learning In computer assisted- learning, to him, computers are used rather than the traditional methods by giving interactive software as a support instrument within the class or as a tool for self-learning 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

Figure 2-2: E-Learning Model

E-Learning Model

Adjust Blended Online

Individualized Learning

Collaborative Learning

Synchronous

Asynchronous

2.2.2 Pros and cons of online learning

The selection of 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; Marc, 2002; Wentling T.L, 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 Marc (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 le arners 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; Marc, 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 (2010), e-learning gives the institutions and their students or learners the much flexibility of time and place of conveyance or receipt of according to learning knowledge

 E-learning enhances the adequacy of information and capabilities through ease of access to a huge amount of information

 It is able to supply opportunities for relations between learners by the utilizing of discussion forums Wagner et al (2008) note that e-Learning makes accessible extra 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 f or learning for the most extreme number of learners with no require for numerous buildings

 E-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

 E-learning helps compensate for shortages of academic staff, 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, 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; Marc, 2002) are summarized as following:

 E-learning makes the learners undergo consideration, remoteness, as well as lack of interaction or collaboration It 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 learning way might be less useful than the traditional method of learning The learning

e-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 a negative impact Though might have an outstanding acquaintan ce

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-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

2.3.1 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

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 ‘often’ 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 in a 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 yo ur 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

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

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 CoI 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, J 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)

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.,

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 tas k 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

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)

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., 2003) to be effective Instructors must have both content and pedagogical expertise to make links among contributed ideas, diagnose 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

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)

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,

R E 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 closely related 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)

Rabihah Md.Sum & Zurina Md Saad (2017) stated that universities are distinguished from typical commercial organizations 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 administrative 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 to improve the limitations and increase student satisfaction after the epidemic

CHAP TER 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:

Figure 3-1: Research Procedures

3.2 Survey questionnaire

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

•Review operations system

•Review performance of ITL

•Survey to understand the opion current status-quo

Step 3

•Findings

•Implications

•Recommendation

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

Figure 3-3: Conceptual Framework

(Note: developed basing on the literature review)

For the purpose of understanding Student’s Satisfaction for the relationship of three components: University Reaction, Online Learning, Teaching Quality, and Supporting Essential Facilities 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 International School has provided, thoughtful description and reflection were sought I conducted to access and recommend candidate 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 “5” 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

Student affairs activities and performance

Academic affairs activities and performance

Administrative Affairs

performance

Online-teaching activities and performance

Campus Affairs Operations supporting extra activities

Online Learning (To what extent you

satisfied with the quality of teaching

through EST (online learning);(1

strongly agree; 2.agree 3 neutral

4.disagree 5.strongly disagree)

The easiness of approaching lessons delivered online

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

Supporting essential

facilities

Supporting packages (To what extent are

Data

Tuition fee reduction

Category Factors Question

you satisfied

supporting packages? (1:

you satisfied with

infrastructure (1:

very dissatisfied, 2: dissatisfied, 3:

satisfied, 5: very satisfied))

Internet connection

Lecture videos

MS Team

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 basing on the literature review)

For the purpose of understanding the Educational Experience for the relationship of three 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 International School has provided, thoughtful description and reflection were sought I conducted to access and recommend candidate 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 “5” indicating very agreed for every specific question

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

Educational experiences

Social Presence

Open communitcationGroup Cohesion

Table 3-2: Questionnaires of Educational Experience

I felt comfortable introducing myself

in the course

I felt comfortable conversing with 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

Exploration The content of class is that I usually

want to learn I think I can understand content of class good enough and do not need to research after class

I can reorganize or summarize what I learned my class

Integration I feel it easy to connect my lectures to

actual situation and easy to give 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