Dataset of Vietnamese teachers’ perspectives and perceived support during the COVID-19 pandemic

Vu, Cam Tu; Hoang, Anh-Duc; Than, Van Quan; Nguyen, Manh Tuan; Dinh, Viet-Hung; Le, Quynh Anh; Le, Thu Trang Thi; Pham, Hiep‐Hung; Nguyen, Yen Chi

doi:10.1016/j.dib.2020.105788

Cited by 55 publications

(53 citation statements)

References 8 publications

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“…Content may change prior to final publication. learning classrooms in the context of the emerging coronavirus pandemic [1], [20]. Various technical and infrastructural difficulties must be overcome when an SES is developed, including the following major problems.…”

Section: Difficulty Analysis In Ses Developmentmentioning

confidence: 99%

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

et al. 2021

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Amid the recent disease outbreaks that have been spreading across the world, the education systems in every country have witnessed a dramatic transformation. In particular, the situation has promoted online learning on an unprecedented scale, with classes being held virtually on digital platforms. This vital transformation is a major challenge in developing countries where information infrastructure for remote learning is lacking. Inspired by these observations, this study first investigated the obstacles in the way of the deployment of smart education systems (SESs) in developing countries from a technical perspective. Consequently, a detachable SES framework, named vSmartEdu, is proposed. The framework is based on a hybrid online/offline web-service model, which adopts a service-based architecture (SBA) design concept to develop smart classrooms. In particular, the online mode is activated for a web-based classroom if an Internet service is available. In contrast, the offline-version of the system is available in offline mode in packaged form, and is utilized when the Internet is not available in a local classroom. Finally, a prototype was deployed to collect feedback from learners and educators at various educational levels. The trial implementation and survey results concretely validate the feasibility and advantages of the proposed solution.

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Section: Difficulty Analysis In Ses Developmentmentioning

confidence: 99%

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

et al. 2021

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“…Although a specific focus on the pedagogical skills of teachers is vitally important, there is a need to also focus on teachers' perspectives in relation to broadening educational pathways to STEM education through online teaching and learning during COVID-19 pandemic. Teachers across the globe are the most critical intellectual resources of any school and are facing financial, physical, and mental struggles due to COVID-19 pandemic (Vu et al 2020). In the schooling sector, fixed learning schedule and learners remaining in their classes with teaching specialists moving between classes make the transition to remote or online learning space more difficult (Basilaia & Kvavadze, 2020).…”

Section: The Impact Of Covid-19 Pandemic On Teaching and Learningmentioning

confidence: 99%

Broadening Educational Pathways to Stem Education Through Online Teaching and Learning During Covid-19: Teachers’ Perspectives

Dhurumraj

Ramaila

Raban

et al. 2020

JBSE

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COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

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“…Jing [4] presented a dataset containing 33-death case information from Wuhan for estimating death rate while Marcel [5] presented a combinational dataset of country profile and mobility analysis. Two separate datasets are brought by Cam-Tu [6] , [7] about Vietnamese students and teachers' learning habits and perceived support during COVID-19. Toan [8] presents survey data for risk perception and the information related to COVID-19 risk and responsibilities among Italy is published by the Italian Civil Protection Department [9] .…”

Section: Data Descriptionmentioning

confidence: 99%

Covid-19 Dataset: Worldwide spread log including countries first case and first death

et al. 2020

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The article represents coronavirus spread log history. The duration, coronavirus takes to spread from one country to another country, could be seen in this dataset and could predicted the same for future pandemics through this dataset. It is highly dependent on the cabalistic number of variables that is the main navel of these datasets. Information for this dataset is collected from trusted websites, local and international popular newspapers. This coronavirus dataset not only help to track the spreading route of coronavirus but also can be used for predicting the possible spreading route of similar future pandemics. This dataset consists of 186 countries' useful data related to COVID-19 pandemic from November 17, 2019, to May 16, 2020, with 8 unique variables that provide the information of the nature of the spread of COVID-19. The datasets mainly focus on two major fields, first one is First Case which consists of information of Date of First Case(s), Number of confirm Case(s) at First Day, Age of the patient(s) of First Case, Last Visited Country and the other one First Death information consist of Date of First Death and Age of the Patient who died first for every Country mentioning corresponding Continent.This dataset also can perform a bunch of predictions using Machine Learning applications, like -how fast the virus is spreading, affect rate, death rate, death rate and able to represent comparison between other pandemics. Using this dataset, any similar pandemic spreadness could be predicted earlier and necessary precaution measures could be taken.

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Dataset of Vietnamese teachers’ perspectives and perceived support during the COVID-19 pandemic

Cited by 55 publications

References 8 publications

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

Broadening Educational Pathways to Stem Education Through Online Teaching and Learning During Covid-19: Teachers’ Perspectives

Covid-19 Dataset: Worldwide spread log including countries first case and first death

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