In the era of digital technology, higher education in Vietnam should plan strategies for developing a blended learning model, in which, besides improving face-to-face learning activities, investing in online learning activities is a strategic goal not only to expand the learners’s market share but also to transform the training model to use technology for modifying and improving the quality of education. The paper focuses on the study of forms and levels of combined learning models, discussing the situation and solutions for applying blended learning models to higher education institutions in Vietnam.
Ho Chi Minh City is a leading large-scale socio-economic center. In addition to economic, cultural and scientific achievements, the city is also a densely populated city facing many problems: environmental pollution, traffic, infrastructure overload, healthcare, education,...In order to solve these problems, to be able to develop sustainably, to continue playing the leading role of the whole country, the City needs to have a strategy to develop into a creative city, Using information technology to follow the model of a smart city. This article aims to summarize the world's views on smart city, smart city governance, from there, discussing and recommending development models for Ho Chi Minh City.
During the COVID-19 pandemic, it was necessary to implement online courses so that teaching and learning would not be interrupted. While online courses cannot replace traditional forms of learning, this form of teaching and learning has been and is the most effective solution. How to effectively teach and learn online is still a question of interest to many. The study aimed to determine the relationship between factors that promote learner satisfaction and e-learning outcomes among online learners of nine private universities in Ho Chi Minh City, Vietnam, from the learner's perspective. Because the model has an intermediate variable, the PLS SEM method is used. The study used the technology-mediated learning (TML) approach. Independent variables in this study include student motivation, student self-regulation, teacher-student dialogue, student-student dialogue, activities, course structure, technology quality, and LMS tools and features. The dependent variable in this study is e-learning outcomes. Research shows that student-to-student dialogue, course structure, and technology quality have a positive and significant impact on learner satisfaction. The results also show that learner satisfaction correlates with learner outcomes. From the research results, we have proposed some solutions, such as teaching platform, accuracy in course design, selection of software and teaching aids. This research offers a new understanding of the relationship between learner satisfaction and the learning effectiveness of online education at private universities, and contributes online education solutions suitable for new conditions in Vietnam.
Minor salivary gland cancer is a relatively uncommon disease of head and neck, arising across the upper aerodigestive tract. This is a malignant neoplasm with diverse clinical behaviors and histological types which are prognostically significant. Although complete surgical resection, with adequate free margin, is currently the treatment of choice for locoregional diseases, the optimal treatment is still not standardized. We presented here a case of locally advanced minor salivary gland cancer that was treated by radical resection, reconstruction, and adjuvant radiation therapy at Vietnam National Cancer Hospital and had promising outcomes.
Online education is an inevitable trend in the era of digital transformation, but effective implementation is not easy. This research was conducted to understand the relationship between interaction and the perceived progress of online learning, under the mediated effect of satisfaction. Data was gathered from 223 full-time learners at nine universities in Vietnam, using Google Forms. Since the study had a mediating variable, the partial least squares structural equation modeling (PLS-SEM) method was used. The results show that learner–lecturer interaction, learner–learner interaction, and learning content have positive impacts on online learning satisfaction. The findings of this study reveal that satisfaction has a positive influence on overall progress, which means that, as satisfaction increases, perceived progress in online learning interaction increases as well. Based on the findings, the authors suggest using the flipped classroom model to increase the interactivity and effectiveness of online teaching. This study sheds new light on the relationship between interactions and perception of progress in online education at private universities in Vietnam's southern region.
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