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Tích hợp phương pháp sư phạm kỹ thuật số trong hoạt động giảng dạy và học tập: Nghiên cứu về một trường đại học tư thục ở Việt Nam

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Bài viết này trình bày phương pháp tích hợp sư phạm số trong dạy và học các hoạt động. Đối với hoạt động dạy và học trực tuyến, tùy thuộc vào các phương pháp học trực tuyến như đào tạo từ xa và đào tạo kết hợp hình thức, nghiên cứu này đề xuất các phương pháp dạy và học phù hợp cũng như như các công cụ tích hợp cho từng hoạt động.

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Nội dung Text: Tích hợp phương pháp sư phạm kỹ thuật số trong hoạt động giảng dạy và học tập: Nghiên cứu về một trường đại học tư thục ở Việt Nam

  1. International Conference on Smart Schools 2022 TÍCH HỢP PHƯƠNG PHÁP SƯ PHẠM KỸ THUẬT SỐ TRONG HOẠT ĐỘNG GIẢNG DẠY VÀ HỌC TẬP: NGHIÊN CỨU VỀ MỘT TRƯỜNG ĐẠI HỌC TƯ THỤC Ở VIỆT NAM INTEGRATING DIGITAL PEDAGOGY IN TEACHING AND LEARNING ACTIVITIES: CASE STUDY OF A PRIVATE UNIVERSITY IN VIETNAM TS. Lê Phương Trường Lac Hong University, Bien Hoa, Dong Nai, Vietnam TS. Lâm Thành Hiển College of Technology II, Vietnam TS. Bùi Văn Trí ThS. Nguyễn Hữu Cường Van Lang University, Ho Chi Minh, Vietnam Email: lephuongtruong@lhu.edu.vn, tribuivan@hvct.edu.vn Keywords: ABSTRACT: Education 4.0; Digital In the fourth industrial revolution, digital pedagogy has been used in technology; Digital many education systems across the world as a novel way of teaching and classroom; Digital pedagogy learning with Information Computer Technology (ICT). Based on a study at a private university located in an industrial city of Vietnam, this article presents a method to integrate digital pedagogy in teaching and learning activities. For online teaching and learning activities, depending on different methods of online learning such as distance training and blended training form, this study proposes appropriate teaching and learning methods as well as integrated tools for each activity. In addition, the study also develops a model to implement effective interaction in distance training with learners to show how effectively digital classes are run. From the experience of implementing digital classes, this study proposes a method of teaching and learning plan corresponding to the form of training as well as appropriate digital tools for online teaching in the form of distance and blended training. 1. Introduction Education 4.0 is an industry-responsive education in the fourth industrial revolution, but in order to understand Education 4.0, first of all, it is necessary to understand the Industrial Revolution 4.0 People have undergone many great scientific and technological revolutions. Each revolution has a great change in nature and technological breakthroughs (Dombrowski & Wagner, 2014). In line with the development trend of the industry, education must also change to adapt to the industrial revolution. In the Education 1.0, learners listen to lectures in class and learning materials were only textbooks. Learners mainly used paper and pens while teachers mainly used textbooks, chalk, and boards. At this period, the main pedagogical method used by teachers was through class lectures, the interaction between learners and teachers was maintained by using direct interactive methods. The Education 2.0 was marked by the use of computers and internet with interactive teaching between learners and instructors. Teachers used some digital tools such as interacting via emails or some online chat applications but only at a low level. Following is Education 3.0 which was created by the formation of learning management systems based on cloud technology that enabled education to be socialized globally with unlimited audience. Teaching and learning methods vary greatly from traditional to modern methods (digital classrooms). Learners and teachers applied a lot of digital tools for teaching and learning activities in modern methods. In recent years, many educators around the world have carried out research studies in the area of digital pedagogy. Table 1 presents a list of research related to digital pedagogy. 268
  2. International Conference on Smart Schools 2022 Table 1. Studies on digital pedagogy in education 4.0 Source Objectives Wadmany & Kliachko (2014) The technology in education, significance of digital pedagogy. Lewin & Lundie (2016) Combining technology philosophy, information theory, educational critical and educational philosophy. Srivastava & Dangwal (2017) Design new integrated pedagogical method in education Jesson, McNaughton, Wilson, Zhu, & Design new integrated pedagogical method in education Cockle, (2018) Le, Dang, Lam, & Vu (2020) Propose digital tools corresponding to the levels of Bloom Taxonomy and impact of digital technology on teachers and students Accordingly, Lewin and Lundie (2016) proposed the philosophy of digital pedagogy which is a combination of philosophy of science and technology, information technology, educational thinking, and educational philosophy. Similarly, Wadmany and Kliachko (2014) emphasized the significance of digital pedagogy for learners and teachers. It can be drawn from these studies that digital pedagogy is being researched and applied in the educational environment, which has changed the habits of using traditional pedagogy. This study aims to present a method to integrate digital pedagogy in teaching and learning activities in a private university in Vietnam. The objectives of this research are to (1) explain the digital pedagogy; (2) suggest the online course design form; (3 ) suggest the planning method for blended training forms; (4) suggest the suitable digital tools for designing online courses based on distance training form and blended training form; (5) develop a model for active online course activities; and (6) provide an example of integrated digital pedagogy at a private university in Vietnam. 2. Digital pedagogy in higher education 2.1. Concepts of Digital Pedagogy Digital pedagogy is the application of digital technology in teaching and learning activities to enhances teaching and learning experience. It is precisely understood as not having to apply numerical tools to teaching, but instead approaching digital tools from a pedagogical perspective (Barber, King, & Buchanan, 2015; Kellsey & Taylor, 2016; Sailin & Mahmor, 2018; Vitoulis & Laloumi-Vidali, 2016). Teachers use digital tools appropriately, they decide either to use digital tools or not, depending on pedagogical method.. At the same time, teachers pay attention to the impact of digital tools on learning activities. Digital technologies can be referred to as digital learning management tools, digital multimedia tools, digital interaction tools from pedagogical perspective. Depending on the form of training, teachers select the right tool for their teaching activities. In addition, the factors influencing teachers’ decisions to integrated technology in teaching and learning activities include teacher professional development and training, administrative support, teaching and learning environment, technological resources, technology access, technical support from the university, skill to plan of teacher, and sustained funding for technology (Becker & Ravitz, 1999; Liu, 2011; Özgün-Koca, Meagher, & Edwards, 2010). From these analyses above, this study has recommended the relationship between teachers and teaching activities based on digital pedagogical methods shown in Figure 1. FORM TRAINING - Distance online - Blended Teaching activities - Interaction - Self Study - Digital Pedagogy -Assessment - Traditional - Collaboration Pedagogy - Reflection DIGITAL TOOL TEACHER Figure 1. The relationship between teachers and teaching activities based on pedagogical methods 269
  3. International Conference on Smart Schools 2022 Accordingly, depending on the form of training, the teachers will choose digital tools for each activity. From Figure 2, it can be seen that virtual environments based on digital tools are preferred in online training of distance learning for activities such as interaction, evaluation, reflection, and collaboration. Furthermore, the blended training form combines a virtual environment and direct interaction environment according to a predefined plan for the teacher's goals. 2.2. Integrating digital technology in teaching and learning activities In recent years, there has been a lot of research on integrating digital technology in teaching and learning activities (Makarova & Makarova, 2018; Pearson et al., 2019; Srivastava & Dey, 2018), typically the research of Barak (2017). According to the author's survey, 74 % of teachers organize direct courses at university while 26 % combine courses (a combination of face-to-face and online form ) and/or online courses training form. All teachers integrate digital technology into their teaching activities. Specifically, 100 % of teachers use learning management software to organize classes and provide learning materials to learners. Nearly 50 % of them use online simulation and 40 % uses online forums. Teachers create and share content through web 2.0 technologies such as Wiki, blogs, social networks, Google drives, and other less common cloud applications. 2.3. Distance online teaching form and appropriate digital tools 2.3.1. Definition and designing Distance online teaching form is a virtual learning method through computers, smartphones, and tablets. They are connected to server electronic lectures, the software should be able to create interactive question, exercise, virtual discussion environment, , interactive environment through digital tools and the exam for learners of online distance learning. To design online courses, teachers need to follow the steps as shown in Figure 2. •Objective of learner Analysis •Task and topic •Learning outcome Design •Sequencing •Instructional strategy •Plan of activities online •Plan of accessment •Content development Development •Online story board development •Online courseware development •Installation and Implementtation distribution •Managing online learner's activities •Behavior of learner Evaluation •Results of learner •Reactions of learner Figure 2. Steps to design an online course 2.3.2. Relationship between online course design elements The distance online training forms are through online lectures, so teachers need to change the method of lesson design as well as the method of interacting with the learners. To build an effective online classroom, teachers need to analyze the factors that lead to the failure of online classes. For example, when there are not many opportunities for direct interaction, it is difficult to create motivation for students. Therefore, the completion rate for online courses is low. According to statistics, the number of students completing online courses ("online courses completion rate") ranges from 5 - 15 % compared to the number of enrollments. Accordingly, 85-95% of learners are unable to complete an online course. A small survey shows that most learners think teachers in online courses are boring, so the core issue is how the teacher's classroom is 270
  4. International Conference on Smart Schools 2022 organized. Another problem is that designing online classes is difficult to apply knowledge in the real environment. So how can online classes be design to avoid boredom? When designing a course, you need to adhere to these three factors: Appropriate content, interactivity, and appropriate instructor. The relationship between the three (3) elements is shown in Figure 3. Interaction Plan for interaction (When and how) Online course Appropriate design Appropriate content instructors Applied in real life Energy of instructors online course design elements Figure 3. Relationship between online course design elements 2.3.3. Digital tools for distance online form From the above analysis in this research, suitable tools for lesson design and virtual interaction are presented as table 2. Table 2. Tools for online classes according to the method of remote training Name of Target Function Website digital tools Learning Moodle Moodle is the world’s open source https://moodle.com/ management learning platform that allows system ( educators to create a private space LEARNING online and easily build courses and MANAGEMENT activities with flexible software tools SYSTEM ) for collaborative online learning Online course Ispring Fully-stocked e-Learning authoring https://www.xlsoft.com design toolkit for PowerPoint and convert the PowerPoint file including video, sound to LEARNING MANAGEMENT SYSTEM form. Powtool Design lesson based on the animation. https://www.powtoon.com Animaker https://www.animaker.com/ Bandicam Screen recording https://www.bandicam.com/vn/ Sharing online Padlet Sharing online with classmate https://vi.padlet.com/ Slack Slack is where work flows. It's where https://slack.com/ the people you need, the information you share, and the tools you use come 271
  5. International Conference on Smart Schools 2022 Name of Target Function Website digital tools together to get things done Trello Teamwork and sharing the ideas https://trello.com/vi or/and organize the project Collaboration Zoom Meeting online https://zoom.us/meetings online Presentation https://www.webex.com/ Cisco Sharing screen Webex Discussion online Interaction Quizlet Quiz game Assessment Interact Online quiz https://www.tryinteract.com/ blogger Reflection of student based the www.blogger.com problem and/or lesson According to Table 2, teachers will design lessons through tools such as Ispring, Powtool, or Animaker. Ispring software is integrated with PowerPoint software, the teacher will design lessons on PowerPoint software. The integrated part of Ispring allows teachers to integrate recording for each slide and teacher's images to increase interaction with learners. In addition, Bandicam and Animaker software support the video design instructor in the form of animation to explain the definition or describe a problem. Also, the new version of learning management software (Moodle) allows teachers to create interactive videos based on the designed lecture videos. 2.4. Blended teaching form and appropriate digital tools Blended learning is understood as a combination of organizing online classes and direct classroom lectures. This teaching method does simply shorten the time to go to class with online courses and also supplement an online course with face-to-face meetings. To succeed, online and direct classroom learning needs to be integrated by taking into account the goals of the course, the degree to which the target is achieved by the learner and the responsiveness of each mode. Asides, teachers must establish the link between organizing online classes and direct classes. Moreover, the instructor must plan in detail for each online activity and face-to-face sessions. Depending on the goals and pedagogy, the teacher develops an appropriate online and direct learning plan. 3. The Application of Digital Pedagogy in the Investigated University 3.1. Brief introduction of the University The university investigated in this study is a private higher education institution located in an industrial city near Ho Chi Minh City, Vietnam. From 2008 till now, the University has developed several applications for management, teaching and learning base on the web and/or Android application (see Table 3). Table 3. The application for management, teaching and learning at the University Name of Application Function Link ME -The interface function are similar to Facebook. https://me.lhu.edu.vn/ It’s used to exchange internally the University’s information - Integrated several applications including calendar for study of student, calendar for lecture, Look up test scores and Library online. Learn Learning management system Based Moodle. https://learn.lhu.edu.vn/ QUALITY ASSURANCE Survey https://Quality Assurance.lhu.edu.vn/ Following Table 3, the University built a Moodle-based learning management system in 2018. During this period, the University piloted the use of numerical tools for blended training form as flipped classroom in two faculties: Faculty of Mechatronics and Electronics, and Faculty of Information Technology. In this time the total number of students enrolled is over 500. By the end of 2019, the University upgraded the LEARNING MANAGEMENT SYSTEM system with a new version of Moodle and deployed its usage throughout the University’s Faculties with a total student learning population of 6182. 272
  6. International Conference on Smart Schools 2022 3.2. Digital tool for teaching and learning status In this study, we conducted a survey to determine the number of digital tools teachers are using in their teaching and learning activities. We found that aside Moodle, a lot of other digital tools have been applied for teaching and learning (see Figure 4). 100,00% 97,70% 90,00% 80,00% 75,50% 70,00% 60,00% 50% 47,70% 50,00% 38,60% 40,00% 30,00% 20% 20% 18,20% 20,00% 15,40%15,40% 9,10% 10% 10,20% 10,00% 0,00% Figure 4. The digital tools apply for teaching and learning online Furthermore, most teachers use video editing and screen recording software and a small number of teachers use animation software for design online lessons. According to the survey, about 10% of teachers use Powtool and 15.4% of teachers use Ispring to design their online lessons. In early March 2020, due to the impact of the Covid-19 pandemic, most universities in Vietnam switched to distance training online form, the University is no exception. Most teachers use Zoom (see Figure 5) and Moodle for their teaching activities, some other tools such as Skype, WebEx are also used for their teaching activities.. 96:00:00 72:00:00 Total time (hh:mm:ss) 48:00:00 24:00:00 0:00:00 Faculty of Finance and Accounting Faculty of Imformation technology Faculty of Mechatronics and electronics Faculty of English Language Faculty of Management Faculty of Pharmacy Faculty Oriental Faculty of civil engineering Figure 5. The total time Zoom software is usedfor teaching online in one week. 3.3. Tracking the development of student To track the development of student progress, teachers use built-in reporting and analysis functions in Moodle software. Quiz scores and assignments are analyzed to identify students who need support and/or encouragement. 273
  7. International Conference on Smart Schools 2022 From the analysis results, teacher adjusts the quiz and/or assignments for appropriate competence of the students. Figure 6 shows the tracking score of students during three weeks. 12 10 Number of student 8 6 4 2 0 3.50 - 4.00 - 4.50 - 5.00 - 5.50 - 6.00 - 6.50 - 7.00 - 7.50 - 8.00 - 8.50 - 9.00 - 9.50 - 4.00 4.50 5.00 5.50 6.00 6.50 7.00 7.50 8.00 8.50 9.00 9.50 10.00 Score of week 1 Score of week 2 Score of week 3 Figure 6. The tracking score of student in three weeks In online courses, some students are warned not to complete the lessons set by teachers based on the result obtained from digital tool. Usually, teachers give early warning to students. Similarly, for courses taken at the University, teachers analyze the data every 3 weeks for timely warnings and strategies to support students. 3.4. Applying digital tools for assessment The assessment of online course is very different from the traditional course, so it is necessary to design appropriate assessment methods. Online assessment has been defined as a method of using computers to deliver and analyse tests or exams (Graff, 2003). According to online assessment method which the proposed method of designing online course assessment are online literature search, essay, quiz, case study and presentation. Depending on the level of awareness and objectives of the subject, the teacher will design an appropriate assessment method. This study propose assessment methods for both higher order thinking and lower order thinking as shown in Figure 7. Essay Lower order thinking Higher order thinking Quiz Assignment Presentation Figure 7. The method for assessment online and digital tool In the past, online assessments in the University were primarily for lower order thinking, however, while switching to distance online teaching, a combination of lower order thinking and higher order thinking have been used. Besides, the result of a survey (see Fig 8) carried out shows that 100% lecturers use quiz and 44% use homework for lower order thinking assessments. On the other hand, essays, ePortfolio and online report methods applied for higher order thinking are only 22.5 %. 274
  8. International Conference on Smart Schools 2022 100 90 80 Number of lectures (%) 70 60 50 40 30 20 10 0 Quiz Homework Essay ePortfolio Assessement method Fig 8. The result of a survey based assessment method 3.5. Development of active models for online activities Students have a habit of completing assignments online instead of watching lectures and/or reading documents. One of the ways this can be curb is to encourage students to complete lessons embed quiz scattered in videos or documents. In addition, the University proposed an active online model for teaching online as shown in Figure 9. Virtual environment Ideas: Writing-based class activities Tools: Blog, LMS (Grade and feedback). Reflecting Provide the opportunity to reflect Integrated with assessment Activities Observing Doing Integrated with assessment Ideas: Case study online, Simulation, Ideas: Video, document Synthesis. Tools: LMS, Youtube, wiki, website. Tools: ELearning software (LMS), blog. Figure 9. Active model for online activities According to active models for online activities, the teachers need to bring up topics in the real world, build opportunities for cooperation and create feedback opportunities in a virtual environment for learners to respond to topics. However, for this to be accomplished, teachers need to build activities for learners through video, documents and/or websites. Practical activities in distance learning mode are very different from the blended training mode. To implement hands-on activities, teachers need to build research topics based on online topics such as simulating and synthesizing materials from which to write feedback on learners' practice activities. Table 4 presents a typical example of an active model for online activities in electricity supply course. 275
  9. International Conference on Smart Schools 2022 Table 4. An example of applied active model for activity online Teaching and learning Activities of student Activities of teacher activities Observing Watch video introduction about Embed the video in LEARNING electricity supply. MANAGEMENT SYSTEM (Moodle). Read the document “status of Embed the URL “status of electricity in electricity in Vietnam” Vietnam” Create the environment sharing in LEARNING MANAGEMENT SYSTEM system and/or Padlet software. based the topic “status of electricity in Vietnam’’ Reflecting To write reflecting about the Send the manual document “how to use the “development of electricity in blogger” and ‘’how to write a reflecting’’ Vietnam” List the content for student After one week check the blogger and suggestion to encourage student Create the forum in LEARNING MANAGEMENT SYSTEM system and/or Facebook to support student Doing Complete the assignment based Post the assignment in LEARNING status of electricity in Vietnam MANAGEMENT SYSTEM system List the targets to be completed for student. 4. Discussion and conclusion Integrating digital pedagogy in teaching and learning is a global trend in the industrial revolution 4.0 as the learners’ habits have changed to the use of mobile devices and interactions in virtual environments (Kaufmann, Tatum, & Frey, 2017). The University considered in this study has applied a variety of digital tools such as Moodle, Zoom, Facebook, Poll Everywhere, Kahoot, and Quizlet in online and blended learning. Among them, Moodle was the most widely used. This finding is consistent with existing literature that there has been an increase in the use of digital learning tools in higher education (Buzzard, Crittenden, Crittenden, & McCarty, 2011; Mei, Aas, & Medgard, 2019). Social and interactive digital tools such as Facebook, Zoom and Wikis are the most commonly used (Amhag, Hellström, & Stigmar, 2019). Together with online teaching and learning, online quizzes and test software have been implemented in digital pedagogies. Students can check their gradual development through solving online practice sets, quiz, MCQs, and enhance their existing knowledge. Online quizzes also enable the delivery of timely feedback (Cook & Babon, 2017). The current study supports the findings of (Cook & Babon, 2017) by showing that most of the lecturers applied online tools for assessment. Specifically, they developed and used online quizzes for online and/or blended courses. Quiz scores were analyzed to identify students who need support and/or encouragement. Developing active models for online activities is a significant issue in digital pedagogy. Siragusa (2006) points out that there are numerous ways in which online learning environments may be utilised based upon instructional and pedagogical needs. The development of instructional effective models for online learning environments that meet these pedagogical needs require the application of appropriate instructional design principles. In this study, the University proposed an active model for the virtual environment which include three major activities: observing, reflecting, and doing. These activities interacted with each other in a way that they provided real-world relevance as well as the opportunity for collaboration and integration in assessment. In conclusion, this paper presents methods of integrating numerical pedagogy in teaching activities. From the practical analysis, this study proposes a method of designing online classes based on distance learning and blended training form. From practical perspectives, the research shows the following advantages: (1) explaining the pedagogical methods, (2) developing the model for active online courses, and (3 ) proposing suitable digital tools for designing online courses using distance learning and blended training form. The results of this study may serve as the basis for other studies to integrate the digital pedagogy in Vietnam and this result proves that it is an example to expand the technology in educational development in Vietnam. 276
  10. International Conference on Smart Schools 2022 REFERENCE Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of personality and social psychology, 64(3), 431. Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169 Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology- integrated social constructivism. Research in Science Education, 47(2), 283-303. Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of e-Learning, 13(2), 59-67. Becker, H. J., & Ravitz, J. (1999). The influence of computer and internet use on teachers’ pedagogical practices and perceptions. Journal of research on computing in education, 31(4), 356-384. Buzzard, C., Crittenden, V. L., Crittenden, W. F., & McCarty, P. (2011). The use of digital technologies in the classroom: A teaching and learning perspective. Journal of Marketing Education, 33(2), 131–139. https://doi.org/10.1177/0273475311410845 Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24–38. https://doi.org/10.1080/03098265.2016.1185772 Dombrowski, U., & Wagner, T. (2014). Mental strain as field of action in the 4th industrial revolution. Procedia Cirp, 17(1), 100-105. Graff, M. (2003). Cognitive style and attitudes towards using online learning and assessment methods. Electronic Journal of e-Learning, 1(1), 21-28. Jesson, R., McNaughton, S., Wilson, A., Zhu, T., & Cockle, V. (2018). Improving achievement using digital pedagogy: Impact of a research practice partnership in New Zealand. Journal of Research on Technology in Education, 50(3), 183-199. Kaufmann, R., Tatum, N. T., & Frey, T. K. (2017). Current tools and trends of new media, digital pedagogy, and instructional technology. In M. G. Strawser (Ed.), New media and digital pedagogy: Enhancing the twenty- first-century classroom (pp. 147-168). Lanham, MD: Lexington Books. Kellsey, D., & Taylor, A. (2016). The learning wheel: A model of digital pedagogy. Hertfordshire: Critical Publishing. Le, P. T., Dang, T., Lam, T. H., & Vu, V. T. (2020). The impact of digital technology on teaching and learning activities in the context of education 4.0. Vietnam Journal of Education, 471, 57-60. Lewin, D., & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35(3), 235-240. 277
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