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Phát triển năng lực tự học của sinh viên thông qua các hoạt động trải nghiệm trong môi trường số

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Nội dung bài báo trình bày cơ sở khoa học phát triển năng lực tự học thông qua hoạt động trải nghiệm trên môi trường số. Từ đó đưa ra các biện pháp tổ chức hoạt động trải nghiệm trên môi trường số phát triển năng lực tự học sinh viên, đó là: hoạt động trải nghiệm thông qua làm bài tập và bài thực hành để hình thành kiến thức mới

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Nội dung Text: Phát triển năng lực tự học của sinh viên thông qua các hoạt động trải nghiệm trong môi trường số

  1. International Conference on Smart Schools 2022 PHÁT TRIỂN NĂNG LỰC TỰ HỌC CỦA SINH VIÊN THÔNG QUA CÁC HOẠT ĐỘNG TRẢI NGHIỆM TRONG MÔI TRƯỜNG SỐ DEVELOPING SELF-STUDY CAPACITY OF STUDENTS THROUGH EXPERIENTIAL ACTIVITIES IN THE DIGITAL ENVIRONMENT ThS. Vu Thi Kim Nhung PhD student at Institute of Engineering Education in Hanoi University of Science and Technology - University of Hai Duong. Email: uhdnhungvuthikim81.edu@gmail.com PGS.TS. Ngo Tu Thanh Institute of Engineering Education in Hanoi University of Science and Technology Email: thanh.ngotu@hust.edu.vn Keywords: TÓM TẮT: Developing self-study Bối cảnh: Công nghệ số bao gồm Big data (dữ liệu lớn), trí tuệ nhân tạo capacity, Experiential (AI), khai phá dữ liệu,. ..đã tạo nên một cuộc cách mạng trong giáo dục: teaching, Experiential chuyển từ phương pháp dạy học sang phương pháp dạy tự học để có thể phát learning, Digital environment huy tối đa năng lực tự học của người học phù hợp với thay đổi của công nghệ số. Kết quả: Nội dung bài báo trình bày cơ sở khoa học phát triển năng lực tự học thông qua hoạt động trải nghiệm trên môi trường số. Từ đó đưa ra các biện pháp tổ chức hoạt động trải nghiệm trên môi trường số phát triển năng lực tự học sinh viên, đó là: hoạt động trải nghiệm thông qua làm bài tập và bài thực hành để hình thành kiến thức mới. Áp dụng đối với 02 nội dung của học phần Thiết kế hệ thống nhúng trong chương trình đào tạo sinh viên bậc đại học ngành Kỹ thuật điện. Bàn luận: Kết quả nghiên cứu là nền tảng để phát triển thêm các biện pháp tổ chức dạy học trải nghiệm khác nhằm phát huy tối đa năng lực tự học trong môi trường số của người học, đáp ứng sự phát triển của khoa học công nghệ tiên tiến hiện nay. ABSTRACT: Context: Digital Technologies including Big Data, artificial intelligence (AI), data mining have created a revolution in education: switching from traditional teaching method to self-teaching method, which can maximize the self-study capacity of learners to meet changes in digital technologies. Result: The paper presents the scientific basis for developing self-study capacity through experiential activities in the digital environment. We propose strategies for organization of experiential activities in the digital environment to develop self-study abilities of students: experiential activities through doing homeworks and practices to achieve new knowledge. The proposed method will be applied to 02 contents of the Embedded System Design subject in the education program for undergraduate students in the Electrical Engineering field. Discussion: The research aims to develop methods of for organizing experiential teaching in order to maximize the self-learning abilities of students in the digital environment and meet the development of advanced science and technology. 124
  2. International Conference on Smart Schools 2022 1. Introduction There are a lot of research projects on developing self-study ability through experiential activities in real environment (Le Trong Duong, 2006; Nguyen Thi Nga, 2010; Nguyen Canh Toan, 2011; Tran Huy Hoang, 2014; Le Cong Triem, Le Dinh Hieu, 2011). However, in the digital environment, experience activities imply their own characteristics and are different from the real environment. This article focuses on researching the scientific basis of experiential learning in the digital environment. We propose solutions to develop students' self-study ability through experiential activities in the digital environment. 2. Research results 2.1. Basic concepts Via research on self-study, self-learning ability, physical environment, digital environment, and experiential education, it is posible to point out: Physical environment and Digital environment The physical environment composes of the tangible physical entities and objects that the human can see, observe and perceive, it includes: the social environment, the natural environment and the artffiicial environment (Figure 1a) (Ho Tu Bao, 2020). All entities that previously "lived" together but cannot be linked each other. In a connectionless entity environment, teaching and learning at school is completely independent and not connected to the surrounding entity. The digital environment is the physical environment with additional digital space – Cyber (Figure 1b) (Ho Tu Bao, 2020). In addition, digital technology organically integrates with social organizations (businesses, agencies, residential communities, etc…, physical resources and assets (houses, vehicles, roads, etc.) and the natural eco- environment make up the ubiquitous digital environment. In the digital environment, entities are gradually digitized and create data that can be interconnected to formulate a digital space. When every entity is digitized, the data will become big data, making the digital space more abundant and diverse with increasing connectivity. Self-study ability: Self-study ability is the ability to identify learning tasks voluntarily and proactively; to set learning goals by themselves and try the best to achieve them; it is also the ability to gain effective learning methods and adjust their own errors and limitations when performing learning tasks through self-assessment or suggestions from teachers and friends; moreover, it is the ability to actively seek supports when having difficulties in learning. Digital self-study capacity: More advance than self-study capacity, "digital self-learning capacity" includes the ability to exploit digital technology to self-study in the digital environment to personalize learners in order to transform data to knowledge and perception. Studying in the same class, in the same learning environment, and in the same digital environment, the better "digital self-learning ability" a student has, the better he gains knowledge. Traditional B-Learning: B-Learning is a form of teaching organization that combines traditional face-to-face 125
  3. International Conference on Smart Schools 2022 teaching and online teaching to optimize the advantage of each form, to ensure the optimal effectiveness for the achieved education (Tran Huy Hoang, 2014) Figure 2. Blended learning model between real part (left) and digital part (the right) The number part (on the right) of Blended Learning is for students to self-study video clips of online lecture. They will take note if they do not understand. The real part (on the left) of Blended Learning is held by the lecturer in a workshop, exchanging “face to face” with students. Students ask questions when they can not understand in studying online. With this model, lecturer will answer or students present the topic while the lecturer and other students listen and discuss. Digital B-Learning: Digital B-learning is a high-level development of traditional B-learning, where face-to- face teaching is implemented in a digital environment thanks to digital technology. In the digital environment, Digital B-learning, combining self-study with "face to face" becomes simple. Because it has been digitized and connected, the real-left part of Figure 2, lecturers and students can interact, exchange and communicate on the web like a real environment. Experiential education: This is a category including many methods in which learners will be encouraged to reflect and summarize these experience to enhance understanding and develop skills. 5% Listen Read 10% 20% Sound, Picture 30% illustration 50% Discussion groups 75% Practice 90% Use it now and pass it on to others Figure 3. Effectiveness of learning through experience Experiential learning is a trend in teaching practice. Many studies have proven that the knowledge presented by reading, seeing, listening, speaking... is the least effective experience and the most difficult to remember. In more detail: Students can remember 5% what they listen, 10% by reading, 20% by sound and image, 30% by illustrating... Other types of experiences such as: group discussion, practice, experimenting, role-playing, simulation, and re-teaching the lesson to others after understanding reaches the highest level of effectiveness, about 126
  4. International Conference on Smart Schools 2022 90%. In entity environment without communication, teaching and learning at school is completely independent, which is not connected to the surrounding entity. The theory of experiential learning was initiated by David Kolb a century ago, when the concept of a digital environment was not yet born. 2.2. Scientific basis for developing self-study capacity through experiential activities in the digital environment Due to the limited scope of the article, the content of this section only focuses on 3 higher-level experiential learnings (as shown in Figure 3), which are experiences: "group discussion", "experiment & practice" and "immediately passing the knowledge that is already gained to others” for a specific subject: Embedded systems. 2.2.1. Theory of experiential learning in the digital environment 2.2.1.1. Difficulties of experiential activities in the real environment Group discussion: 50% of remembering The group discussion method is used to help all students actively participate in the learning process, creating opportunities for students to share knowledge, experiences, and ideas to solve problems which are relevant to the lesson content; it creates opportunities for students to exchange and learn from each other to solve common tasks. If group teaching is well organized, it will promote positivity and responsibility; develop students' ability to work collaboratively and to communicate. However, the conditions for group discussion are quite complicated. Firstly, there must be a place to gather members to attend and the members must be in the same class and with the same schedule. For a big group of a class with over 150 students, when 1 student presents and discusses, only the lecturer and a few students can listen, and more than 100 other students make noise or play with the phone... If this type of class is divided into 10 groups, then 10 separate rooms and 10 teaching assistants are needed. However, it is extremely difficult to have 10 private classrooms and 10 teaching assistants to support related to paying for teaching hours and to renting classrooms. Experiment, practice, doing exercises: 70% of remembering Experiment is a practical method under the instruction of lecturers, students use equipment and conduct experiments to understand deeply and confirm the theoretical issues presented by the lecturer, thereby the knowledge that they have acquired will be reinforced or theory will be applied to solve problems in practice. Through these activities, skills and techniques of experimental works are formed. However, this method requires laboratories, labor practice facilities that are fully equipped and ensure safety while conducting experiments and practical works. Transfering the knowledge that is already gained to others: 90% If the learners understand the lesson but they don't use it for a long time, they will forget it. Therefore, in order to avoid this limitation, learners must regularly repeat the knowledge they have understood on the cerebral cortex. Teaching others, taking a lecture like a teacher is a high-level representation compared to just thinking in your head. Teaching others is not simply re-appearing in the brain, but by writing and explaining it to others, learners are doing multiple experiences at the same time: reading, writing, illustrating, interacting with learners. Therefore, many studies have proven that by re-teaching others you can remember 90% of what you have learned. Similar to two experiences above in a real environment, a class with teacher and listeners, then a classroom with a black and white chalkboard is required, furthermore, there must be someone "plays a role" of the listener and gives discussion questions. In fact, this kind of class is not simple to create. The learners in general just want to listen to the teacher, very few people is interested in presentation of their classmates about what they have learned. 2.2.1.2. Experiential activities in the digital environment In this section, the experiences will be clarified: "group discussion", "experiment & practice" and "transfering the knowledge that is already gained to others " in the digital environment, where difficulties is solved in a real environment. 1. Group discussion in digital environment In the digital environment, creating a class for Group Discussion is done in the real part of B-Learning - on the left of Figure 2. After self-studying on the digital part - on the right of Figure 2, all the students are grouped together to discussion - left side Figure 2. Because it has been digitized and connected, in the real part - lecturer with student, students can interact, exchange, communicate, and discuss each other like in a real environment. Unlike group discussions in the physical environment, the digital environment does not require a group discussion room, the 127
  5. International Conference on Smart Schools 2022 group’s members in a group discussion are not required to go to the classroom, they can stay at home and conduct the the group discussion at the same time. Instructors can create 10 different classes on the team and simultaneously monitor 10 different discussion groups. Instructors can “move” from group to group to control 10 different groups at the same time. 2. Teaching simulation and digitizing practical experimental instruments in the digital environment In the "smart lab", those entities are all equipted with sensors to digitize and put into the wireless smart gate module. The process of transmitting information in the intelligent laboratory is collected by temperature sensors and air quality sensors, it will be displayed on management devices of teachers and universities and provide a total solution of IoT smart classroom. Thanks to digital technology, the experimental instruments are digitized, and it is possible to control and collect surveys remotely. Through the Internet, students perform experiments as well as digital electronic design exercises with KIT and all activities performed on KIT will be displayed on the screen just like doing directly with KIT, such as pressing buttons, displaying on LED... students do this whole experiment at home not at school. In the physical environment, when the University is not digitized and connected, only few students in the university can use a kit test and carried out experimental work at the same time. When the test kit is put on the digital system, the price of this kit may be more expensive than the old one, but when it is widely deployed in large numbers for all students of the same major in the country, it saves a lot of money as compared with the traditional experimental implementation. At this time, the laboratory model have to change so that students can do online practice experiments at any time, students can connect to online practice experiments anywhere. 3. Become a a teacher in the digital environment The teaching method in the digital environment is: everyone learns from each other, the first learners teach the latter, the first to understand teaches the latter... so everyone becomes a teacher. According to Figure 3, the most effective experiential learning is that after understanding the lesson, the learners reteach it to others, which can reach a 90% memory level. Therefore, when all entities are connected, the world is in the palm of your hand, the person who gains first will reteach the next person, not only by imparting knowledge, but more importantly, through teaching to understand deeply, remember better the contents you have studied, turn the knowledge you are learning into your own knowledge. Creating a class on digital space is simple, not as complicated as a traditional classroom on a traditional university campus. Digital tools to create virtual classrooms such as: MSTeam, Zalo, Facebook, Zoom... so that all members can connect in the classroom. One advantage of the virtual classroom is that it can connect people from all over the country, who are interested in a topic of discussion. Students enter the class do not need to move physically, but just by clicking on the link sent by the class host. 2.2.2. Building a foundation for experiential learning in the digital environment 2.2.2.1. Suitable school infrastructure for digital environment A digital environment requires corresponding telecommunications infrastructure. That means, instead of building expensive lecture halls, expanding the school area, etc., we will invest in building telecommunications infrastructure, BTS telecommunications stations, connecting 5G and 6G telecommunications networks. Once the telecommunications infrastructure is available, the connection among entities in the University will be digitized through the digital environment which forms the digital assets of the University. If the university has a library containing tens of thousands of books without digitization, there will be no "digital assets" for students to carry out experience activities in the digital environment. Therefore, in order to have a true digital environment, it is necessary to digitize documents to form a digital library and build smart laboratories... so that students can connect and do online practice experiments remotely. There cannot be a digital environment when managers and lecturers do not have the right mindset about the digital environment. Therefore, there must be synchronous solutions to "upgrade", update the qualifications, thinking and skills of using digital technology for managers as well as lecturers. Training to develop digital capacity for lecturers to digitize lectures and learning materials. From that, a digital learning center will be formed, which 128
  6. International Conference on Smart Schools 2022 puts digital learning materials into the cyberspace to train, research and share knowledge. Once the data has been digitized, the next step is to connect to Big data… Finally, the corresponding equipment and smart software must be done. Along with digital libraries, digital learning materials are documents, information data, documents that are digitized and archived in service of teaching and learning. 2.2.2.2. Scientific basis for determining experiential learning activities in the digital environment Students may not self-study any content of knowledge in the subject program through the experience of creating new knowledge. In order to carry out experiential learning activities on the digital environment to be effective, it is necessary to: - Based on the objectives and characteristics of the course content to determine appropriate experiential activities. Ensure the systematicity of teaching contents in the program associated with experiences to develop students' self-study ability. - Based on the ability of the teacher. Not all teachers have universal knowledge to guide experiential learning, but each teacher has his own different ability. There are teachers who have the ability to guide the simulation experience, there are teachers who do not have the ability to guide the simulation but have the ability to guide the online experiment experience remotely... Thus, the lesson content can be for students to experience, teachers who are not capable of guiding cannot help students through experience learning. - In the digital environment, the knowledge that students have access to is increasingly diverse with the support of technology. However, this knowledge is not always good and appropriate. Therefore, teachers need to instruct, introduce reference sources, as well as regularly exchange and critique with learners through Zalo, Facebook to make timely knowledge adjustments for students. In the physical environment, according to the traditional teaching method, the teacher guides the students on how to find documents in the library, how to read the source materials such as textbooks, monographs, etc. In the digital environment, the lecturer may not be a person with higher knowledge than a student, but just someone who studies first, reads first, understands first... so the lecturer has responsibility of sharing the links to the documents that need to be read. Lecturer instructs students on how to select knowledge and knowledge from "mixed" knowledge available online. Without a good instructor, students will be "flooded with knowledge but hungry for knowledge". - The selection of experiential activities in the digital environment must be appropriate with the conditions, time, and content of the learning program and ensure low cost with high efficiency compared to the real environment. Through experiential activities some skills and self-study ability of students will be developed. 3. Some strategies to organize experiential activities in the digital environment to develop students' self- study ability 3.1. Experiential activities through doing exercises to form new knowledge Instead of teaching the content in the textbook, teachers switch to designing exercise with corresponding content. The result of the student's solution is the new knowledge in the textbook. The steps are as follows: 1. Students self-study basic knowledge in the number part - on the right Figure 2. From the new knowledge in the textbook, the lecturer builds an exercise for students to solve on their own in the real - left part of Figure 2. The process of solving the problem will form new knowledge, which can be possessed by students. It is a type of innovation in teaching methods, transferring knowledge from the lecturers’ guide to students’ self-study and doing their own exercises. It is a mean of providing new knowledge for students because the knowledge that students gain is through the experiential activity of solving "learning by doing" exercises. Not all lessons and new knowlege of the subject can be turned into problems for students to solve. With the goal of developing students' self-study ability, building problems in teaching must be simultaneously satisfied the following 4 requirements: - Exercises must be ensured the time specified by the program, and the purpose of occupying new students’ knowledge. - Selecting of appropriate lesson content and putting it into the exercise for students to solve can be converted into students' knowledge in accordance with their level - If the exercise is too difficult, the teacher must have a suggested scenario to narrow the scope of research and solve it. 129
  7. International Conference on Smart Schools 2022 - The exercise must create motivation for students' interest in creative activities, which gives students joy, curiosity and discovery. Illustrative examples of using exercises in the Embedded System Design module to form new knowledge to develop students’ self-study ability (Truong Quang Vinh, 2016). In this paper, the author introduces the article: FPGA array programmable chip - A popular embedded hardware platform in embedded systems. Objectives of the lesson: - Provide students with characteristics, structure of FPGA, and role of FPGA in embedded applications. - After self-studying the content of the lesson, students will be able to recognize the structure of FPGA, analyze the role of FPGA and apply FPGA in the design of embedded systems. After introducing the characteristics and structure of FPGA, the role of FPGA in embedded applications for students through textbooks and videos in online classrooms (digital part of B-Learning), the lecturer directly presented the exercise at online classes (real part of B-Learning) according to the teaching schedule of the Embedded System Design module. The form of teaching under B-Learning is now digital B-Learning. Exercise 1: Given the structure of FPGA and two types of programmable block structure in FPGA as follows: Figure 4: Principle structure of FPGA Figure 5: MUX (Multiplex) programmable block structure in FPGA Figure 6: LUT (Lookup Table) Programmable Block Structure in FPGA State the characteristics and structure of FPGA and 2 types of programmable block structure in FPGA? Exercise 2: Given the block diagram of the embedded system as follows: 130
  8. International Conference on Smart Schools 2022 Figure 7: Embedded system for measuring room temperature with thermal sensor with I2C interface. Analyze the role of FPGA application in the embedded system above? In Exercise 1, fair students after watching a video will study on by themselves, read a lecture syllabus, and look at the diagram on Figures 4,5,6, all then state the structure of the FPGA including programmable logic blocks and gates. I/O interface, two types of programming block structure in FPGA; Good and excellent students will be able to distinguish the similarities and differences between the two types of programmable block structures MUX and LUT. In Exercise 2, the lecturer may ask a question: what is the role of FPGA in the embedded system of measuring room temperature with a thermal sensor with I2C interface? Fair students only understand that the embedded system measures room temperature with a thermal sensor with I2C interface requires an FPGA, but good and excellent students can make comments: If a regular MCU without I2C interface is used, it will be very difficult (they have to program to interrupt, catch edge, level of pulse). Also, if only FPGA in this application is used, it does not work because certain difficulties in arithmetic calculations may appear. At this time, lecturer gives a question concerning to the role of the FPGA in the system: For example, the temperature in degrees Fahrenheit is measured by the sensor, while degrees Celsius is required displayed. Howeve it is FPGA does not support to perform math operations such as addition, subtraction, multiplication and division to convert degrees F with degrees C. In this case, the co-design method can be proposed. The FPGA is in charge of communicating with the I2C sensor and returns the raw data to the MCU to perform arithmetic calculations. At the time of this class, this is a situation that is not included in the syllabus and does not have a sample exercise. Because there is no sample exercise to follow, in order to analyze the role of FPGA in the embedded system, students have to brainstorm to bring the above problem to a new problem in which there are connections. Students will define and determine the role of FPGA in the system: Co-design Co-design combines the hardware capabilities of the FPGA with the advantage of software processing of the microcontroller to create a powerful embedded system. Comment: If this teaching is flexibly applied to classhours, it will help students maximize their self-study ability not only in the Embedded System Design module but also in other subjects. Applying this method in teaching can form new knowledge to develop self-study ability for students. Depending on the teaching purpose, lecturer can choose the appropriate topics 3.2. Experiential activities through practical activities to form new knowledge Objectives: Through practical activities to creat new knowledge for students, skills in drawing circuits, writing programs to perform system control functions. Instead of teaching practical content in the textbook, lecturers assign practical activities with corresponding content for students to practice remotely (real part on digital environment). The results of students' practice are new knowledge (KTM) in the curriculum. The steps are conducted as follows: - Step 1: The lecturer assigns practical activities in the online class: For an embedded system using the PIC16F877A described as follows: + 4 Port B pins (PB4-PB7) each pin connects to an active low-level pushbutton + 4 Port D pins (PD4-PD7) each connected to a single LED + When the button is pressed, the corresponding LED will light up Draw a detailed circuit diagram for the above system using Proteus software? 131
  9. International Conference on Smart Schools 2022 Write a C program to perform the above system control function and simulate the system? - Step 2: Students self-study the content in the textbook related to the requirements for practical homework Students watch the instructional video in the online class to determine the goals to be performed in the online practice lesson, think about writing a control program according to the requirements of the exercise. - Step 3: In practice time, students enter the online classroom to access the computer in the remote practice room with the online guidance of the lecturer and the support of Teamviewer or Ultraviewer software to draw circuits, write programs, and compile program and conduct simulation, check the program and circuit if errors appear, and re-simulate. + Draw circuit: + Simulation program: #include #include #device *=16 adc=8 #use delay (clock=20000000) // su dung thach anh 20mhz #use fast_io (b) // dung voi cac lenh nhu output_low... nhanh hon bthuong #byte portb=0x06 #byte portd=0x08 // Chương trình ngắt RB #int_rb void rb_led () { portd=portb;//Xóa ngắt, đưa trạng thái ra cổng D } void main () { set_tris_b (0xf0) ; //portb=11110000: B4:B7 la ngo vao, B0:B3 la ngo ra set_tris_d (0x00) ; //pordD la ngo ra 132
  10. International Conference on Smart Schools 2022 enable_interrupts (int_rb) ; //cho phep ngat RB: bat ki thay doi nao tren B4:B7 enable_interrupts (global) ; //cho phep ngat tat ca ngat while (true) { } } - Step 4: Students report the results of the practical activites, the lecturer checks and accepts the actual results of each student. In case students have a computer which installs circuit drawing and simulation software, they can present the content of the exercise at home and report the practice results through the online class to the lecturer. Thus, through practical experience activities, students may create circuit drawing skills, programming thinking according to problem requirements. Fair student can draw different system design circuits and prepare simulation programs guided by the teacher in advance. Good and exellent students will be able to think and write a program depending on the requirements of each problem. 4. Conclude The research has presented the scientific basis for developing self-study capacity through experiential activities in the digital environment and proposed two strategies to organize experiential activities in the digital environment to develop students' self-efficacy. They are: experiential activities through doing exercises to form new knowledge; Experiential activities through practical activities to form new knowledge. In these strategies, the real part of the form of organization of B-Learning is performed through the digital environment with the support of the LMS learning management system and digital application software. Learners acquire new knowledge themselve in the subject curricula, thereby contributing to innovating teaching methods in the direction of approaching advanced technologies, meeting the needs of digital transformation in teaching and learning of the industry Education today. REFERENCES Amoako Atta, S.., & Brantuo, W. A., 2021. Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana: The Case of Flipped Classroom Approach. American Journal of Education and Practice, 5(3), 29 - 37. https://doi.org/10.47672/ajep.869 Do Thi Ngoc Quyen, 2021. Digital transformation in education - challenges and risks. Ray Magazine, August 2021. Ho Tu Bao (2020). Digital transformation in the Covid-19 era. Ray Magazine, visit at :https://tiasang.com.vn/khoa- hoc-cong-nghe/Chuyen-doi-so-thoi-Covid19-231355 Le Cong Triem - Le Dinh Hieu (2011). Training students' self-study skills in teaching physics. Education Magazine, October special issue, pp. 14-15. Le Trong Duong (2006). Forming and developing self-study capacity for students majoring in Mathematics at pedagogical colleges. Doctoral Thesis in Education, Vinh University. Nguyen Canh Toan (2011), Learning society, lifelong learning and self-study skills, Dan Tri Publishing House, Hanoi. Nguyen Thi Nga (2010). Developing and using self-study guide materials of the basic knowledge of general chemistry - specialized high school program to contribute to improving students' self-study ability. Thesis of Doctor of Science in Education, Hanoi National University of Education. Tran Huy Hoang (2014). Organizing teaching activities according to B-learning to meet the requirements of fundamental and comprehensive innovation in education and training after 2015. Journal of Scientific Research, Van Hien University, No. 05, pp. 66-74. Truong Quang Vinh. 2016. Textbook: Embedded System Design, Ho Chi Minh City University of Technology, Vietnam. 133
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