MINISTRY OF EDUCATION AND TRAINING
VIETNAM ACADEMY OF EDUCATIONAL SCIENCES
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NGUYEN THUY VAN
DEVELOPING SELF - LEARNING CAPACITY FOR STUDENTS IN TEACHING CREDIT
INSTITUTIONS AT UNIVERSITY
Major: Reasoning and Education History
Number: 9140102
SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES
Ha Noi, 2021
The project was completed at Vietnam Academy of Educational Sciences, No.101, Tran Hung Dao, Hoan
Kiem District, Hanoi City.
Scientific Instructor: 1. Associate Professional PhD Phan Van Nhan
2. PhD Luong Viet Thai
Reviewer 1:
Reviewer 2:
Reviewer 3:
The thesis will be protected before the Institute-level Thesis Review Council meeting at the Vietnam Academy
of Educational Sciences, 101 Tran Hung Dao, Hanoi.
At….o'clock…date…month…year…
The thesis can be founded at:
- National Library of Vietnam
- Library of Vietnam Institute of Educational Sciences
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INTRODUCTION
1. Rationale
1.1 The aim of higher education are to train highly qualified human resources, improve the people's
intelligence, foster talents; scientific and technological research, new knowledge and products creation,
serving the needs of socio-economic development, ensuring national defense, security and international
integration; at the same time "training learners to develop comprehensively in virtue, mind, body, beauty;
having knowledge, skills and professional responsibilities; capable of grasping scientific and technological
advances commensurate with training level, ability to self-study, creativity, adapt to the working environment;
have spirit to start a business, and ambition of serving people." According to the provisions of the Education
Law (Law No. 43/2019/QH14) to the goal of higher education, "the educational method must be scientific,
promote the positivity, self-awareness, initiative, creative thinking of learners; fostering learners the capacity
to self-study and cooperate, the ability to practice, the passion for learning and the will to rise up." [ 35, p1]
The resolution of the 12th National Party Congress affirmed "Fundamental and comprehensive
renovation of human resource development education and training. The main educational process from
equipping knowledge to developing the capacity and qualities of learners"[12, p114] and "Education and
training have the mission of improving the people's intelligence, developing human resources, fostering
talents, making an important contribution to building the country, building Vietnamese culture and people"
[37, p1]. In order to achieve the goal of developing education and training, the key solution is to "continue to
innovate teaching methods and evaluate learning outcomes, training towards promoting the positivity, self-
awareness, initiative, creativity and self-learning capacity of learners" [37, p12].
1.2. According to Clause 1, Article 8 of circular No. 08/2021/Circular – Ministry of Education and
Training dated March 18, 2021 of the Ministry of Education and Training promulgating the regulation on
university-level training, the requirement on the organization of teaching and university learning must
''promote the active role, while promoting the responsibility of students, create motivation for students to
make efforts to study; maintain school discipline, improve the quality and effectiveness of training [2, p 6];
"The teaching method must be designed in a learner-centered and subject-oriented approach of the training
process, promoting learners to be proactive and make efforts to participate in learning activities"; "The
academic volume of each part of the curriculum is determined by the number of credits, each credit is
calculated as equivalent to 50 hours of the learner's norm including the time of the lecture, guided lessons,
self-study, self-research" [4, p1]. Thus, in the system of regulations on training and teaching at university level,
the Ministry of Education and Training has specific and detailed regulations for university teaching activities
must be designed according to the learner-centered approach and promote learners to promote positivity, take
the initiative and make efforts to participate in learning activities.
Self-study of students is not until the institution of teaching according to the credit institution is set. In
institutional studies, self-study activities are also specified in the Ministry of Education and Training's text,
"for the theoretical or practical, experimental, experimental lessons, in order to acquire a curriculum unit,
students must spend at least 15 hours preparing individuals"[3, p2]. Thus, the regulation on the number of
hours of self-study and self-study of students in the provisions of training according to credit institutions
requires higher requirements, double the number of hours of self-study according to the year. At the same
time, teaching according to credit institutions, the number of class hours of students decreased, while the
number of hours of self-study and self-study of students was prescribed by the Ministry of Education and
Training twice the number of self-study hours of yearly teaching.
1.3. Self-study plays an important role in improving students' cognitive capacity and ability to perceive
new knowledge. Self-study with the efforts of learners and creative thinking, enable learners to learn
knowledge deeply, understand the nature of the problem. In the process of self-study, students will have to
solve new problems and finding answers to problems is the best way to stimulate the development of qualities,
competencies and intellect for students. If the learner lacks their own self-learning efforts, the academic
performance cannot be high despite the positive impact of the lecturer. Self-study gives students the habit of
independent thinking, independently solving difficult problems in the profession, in life, helping them to be
more confident after graduating from university.
In teaching activities, self-learning is essential for lifelong learning of learners, helping learners adapt
to the strong economic and social development. Self-study helps learners not only consolidate and expand
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knowledge but also bear in mind the course content, deciding the learning outcome of learners. At the same
time, self-study helps learners to form positivity, self-awareness in learning and in scientific research.
Credit-based teaching at the university evaluates the results of learners not only based on the
accumulated knowledge of classroom hours but also the knowledge of self-study and self-research hours.
Therefore, the self-study activities of students take place continuously in a wide range in many different parts
of the training program. The characteristic of credit-based teaching is the number of lessons taught in class
equal to half of the number of hours of self-study of students. When teaching in class, lecturers not only
organize guidance for students to learn new knowledge, but also teach students the method of self-study to
expand and strengthen knowledge, if students do not self-study, self- research, they won't perceive the
knowledge of the term fully.
The current state of self-study capacity of students is still limited and affected by many subjective and
objective factors, so it does not meet the requirements of credit- based teaching, specifically:
Firstly, students are not deeply aware of the importance of self-study, and have not yet self-consciously,
proactively identify tasks or objectives, contents and methods of self-study to complete the tasks of self-study
and self-study required by teachers in teaching according to credit institutions.
Secondly, students have not identified the content of self-study and have a self-study method that
matches the characteristics of credit class hours including theoretical credit hours, practice or discussion.
Thirdly, students have not overcome difficulties when self-study, so the results of self-study do not meet
the requirements of teaching according to the credit institution and the output standards of the term or subject.
Stemming from the above reasons and before the state of self-study capacity of university students, we
select and research the topic "developing self-study capacity for students in teaching credit institutions at
universities" to develop self-study capacity for students, meet the requirements of teaching according to credit
institutions, contributing to improving the quality of higher education.
2. Research purposes
On the basis of theoretical and practical research on the self-learning capacity of students in teaching
credit institutions, thereby proposing measures to develop self-learning capacity for students through the
training of self-learning knowledge and interactive teaching lessons.
3. Objects and subjects of study
3.1. Study objects:
The process of teaching credit institutions in the university
3.2. Study subjects:
Measures to develop self-study capacity for students in teaching according to credit institutions.
4. Scientific hypothesis
Self-learning capacity is formed on the basis of capacity development-oriented teaching, if fostering
self-learning knowledge and practicing self-learning skills through credits-teaching interactions, it will help
students develop self-learning capacity, meeting the requirements of teaching according to credit institutions.
5. Research mission
5.1. To study the theoretical basis of self-study capacity and develop self-study capacity for students in
teaching according to credit institutions.
5.2. Survey, assess and analyze the situation of self-study capacity development for students in teaching
according to credit institutions.
5.3. To propose measures to develop self-study capacity for students in teaching according to credit
institutions.
5.4. To organize pedagogical experiments in order to verify the pedagogical measures proposed by the
thesis.
6. Limited scope of the topic
6.1. Scope of research content
Developing self-study capacity for students in teaching credit institutions at universities has many
different ways and measures, limited thesis researching measures to develop self-learning capacity for students
through the training of self-learning knowledge and interactive teaching lessons.
6.2. Actual survey area
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- Actual survey area: Vinh University of Technical Education, Thanh Do University; Thai Nguyen
University; Hanoi University of Industry. Universities or universities are selected as a field survey site because
it is a multidisciplinary training school in Vietnam's national education system.
- Number of surveys: 50 lecturers and 410 students in the first and second years.
- Number of research products of educational activities: 328 students in the first year.
- Experiments: conducted at Thanh Do University
7. Research methods
7.1. Methodology
7.1.1. Structural system approach
7.1.2. Operational approach
7.1.3. Capacity Approach
7.2. Research methods
7.2.1. Theoretical Research Methodology Group
7.2.2. Group of practical research methods
7.2.3 Statistical Processing Method
8. New contributions of thesis
The thesis has inherited the views of the previous scientists, and at the same time identified the basis of
the reasoning to develop self-learning capacity in teaching according to credit institutions. The theoretical part
of the thesis clarifies issues related to the research topic including the concepts of credit, self-study,
competence, self-study capacity; characteristics of students' academic activities in training according to credit
institutions, characteristics of teaching according to credit institutions and comparing self-study by year and
by credit; elements of teaching according to credit institutions; Factors affecting the development of self-study
capacity of students...
The results of the survey on the status of the thesis reflected the limitations in the perception of lecturers
and students at the university about the development of self-study capacity for students in teaching according
to credit institutions; Reflects the reality of students' self-study capacity. After analyzing the actual results and
products of educational activities, the thesis author said that the development of self-study capacity for students
in teaching credit institutions at universities is limited.
From theoretical and practical research, the thesis proposes measures to develop self-study capacity for
students in teaching according to credit institutions including: (1) Fostering self-learning knowledge through
the topic of self-study capacity development for students; (2) Develop self-learning capacity through part-
teaching interaction.
9. Points to be defended
Self-learning capacity is formed on the basis of capacity development orientation teaching. In teaching,
lecturers need to focus on forming self-learning qualities and competencies through the formation of
knowledge, skills and capacity for autonomy and self-responsibility. Teaching objectives should be described
in detail and measurable and evaluatable. Lecturers focus on training students in practical skills and applying
knowledge to practice; teaching content is suggestive for students to independently update new knowledge.
Teaching credit institutions requires students to actively participate in classroom activities and self-
study and self-research activities. Students must determine their own tasks and goals of self-study, overcome
difficulties when self-study but need to have a self- learning method suitable for credit class hours including
theoretical, practical or experimental hours. Therefore, the development of self-study capacity for students in
teaching according to credit institutions is necessary, contributing to improving the quality of university
training, meeting the human resource needs of society.
In teaching according to the academic institution if students are fostered self-learning knowledge
through thematic and through interactive teaching lessons, they will develop self-learning capacity, meeting
the requirements of teaching according to credit institutions.
10. Structure of the thesis
In addition to the opening, conclusions, references and annexes, the main content of the thesis consist
of 4 chapters:
Chapter 1. Theoretical basis for developing self-study capacity for students in teaching credit institutions
at universities