Enhancing students’ learning motivation for better academic performance: An empirical case in Dong Nai Province, Vietnam

Nguyen, Thanh-Lam

doi:10.21833/ijaas.2019.03.003

Cited by 8 publications

(7 citation statements)

References 19 publications

(16 reference statements)

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“…Further, contributing to stepping towards this particular learning environment are their own experiences and employability considerations. The participants were not largely guided by a single factor but rather combinations of their own and family consideration and circumstances (Nguyen, 2019). This denotes the complexity and amount of information processing and consultation that was made for the students to be able to attend an international nursing program, offered in an Englishmedium instruction learning environment.…”

Section: Theme 1: Idealized Expectationsmentioning

confidence: 99%

“…The learning environment is a complex construct in a particular setting defined by culture and contextual circumstances, where people learn clearly has an impact on the learning process and its outcomes (Gruppen et al, 2018;Nguyen, 2019). This context includes numerous factors at the personal, social, and organizational levels that will shape the totality of the learning experience.…”

Section: Introductionmentioning

confidence: 99%

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Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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Pre-clinical learning in nursing science introduces unique terminologies, abstractions, and activities needed in foundational knowledge. The language, culture, and pedagogical differences within the non-native English-medium instruction result in more complex situations for international students. The study aimed to reveal the lived experiences of international nursing students in a non-native English pre-clinical learning environment. Utilizing phenomenological design, interviews gathered data from purposively sampled participants, from four different Asian countries enrolled in an international program. Thematic analysis was done to reveal their experiences. Four major themes emerged from the participants' narratives. Their lived experiences began with idealized expectations defined by family influence, guided opportunity, and inspiration. It evolved into a communicative struggle with the divergence of reality from their expectations. Their shaken idealizations and disrupted learning process due to language barriers had an emotional toll. The satisfactory laboratory experiences with unmet expectations brought out ambivalence in them. Communing with others, adaptive response and introspection helped them towards reality reorientation and recalibration, the last two themes to emerge. Different aspects with varying impact within the learning environment defined the experiences of the nursing science international students. These students process and develop their own adaptive responses within their evolving experiences in the non-native English pre-clinical learning environment. Policy development, continuing English language support, student development and support programs for nursing science international program students in the context of pre-clinical training are needed.

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Section: Theme 1: Idealized Expectationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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“…The studies conducted in developed countries that have positive digitalization experiences in education illustrate a number of patterns (Hietajarvi et al, 2019;Nguyen, 2019). In particular, it has been established that the use of digital technologies in education contributes to the growth of academic performance, the increase of interest in learning due to the active inclusion in the process of new knowledge generation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to T.N. Noskova, the electronic environment contributes to the enrichment of key subject activities of the educational process, including the educational space expansion by creating new channels of communication between a teacher and a student (Noskova et al, 2016). An additional factor providing the advantages of the electronic educational environment is the expansion of the boundaries of "self-directed learning" and the increase of the student's personal responsibility for learning outcomes (Gibbons, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Technologies in Education: Problems and Prospects for “Moscow Electronic School” Project Implementation

2019

European Journal of Contemporary Education

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“…Их позитивная роль иллюстрируется также возможностями самооценки навыков учащихся, самоорганизации в условиях дистанционного обучения [16]. Прямые подключения к базам данным, форумам, тренажерам виртуальной реальности обеспечивают дифференциацию образовательных практик, снижают уровень рутинности в обучении [19]. Онлайн-обучение в социальных сетях, использование чатботов, электронных платформ обеспечивает предоставление персонализированной информации для студентов [22].…”

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Benefits and risks of switching to distance learning in a pandemic

Фролова¹,

Rogach²,

Ryabova³

2020

P Sci Edu

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Introduction. The need to maintain social isolation in the spread of COVID-19 required educational organizations to implement accelerated measures to introduce distance learning. The purpose of this study is to assess the level of adaptation of students from Russian universities to new educational practices, the benefits and risks of distance learning in the COVID-19 pandemic. Materials and methods. The study was conducted from May to early July 2020 in the form of a questionnaire survey of senior students of the full-time and part-time modes of study at the Russian State Social University (N=146; girls – 58.9%, boys – 41.1%). Results. The results of the study show the success of students’ adaptation to distance learning; most of the respondents did not experience any difficulties in organizing the educational process remotely. Students’ problems relate to a change in the format of interaction with a teacher, an increase in the teaching load, an insufficient level of material-and-technical equipment of the workplace. The results of the study showed that in the context of distance learning, the emphasis in the teacher’s work shifted onto the demonstration of videos (27.4%). Only 9.6% of the respondents indicated that the teacher used business games at lessons; 5.5% – virtual reality technologies; presentations were mentioned by 1.4% of the respondents. Lack of “live communication” with the teacher, poor quality of feedback with him/her, decreased motivation and interest in learning are the key limitations of distance learning effectiveness. Students’ interest in distance learning is determined by such parameters as the teacher’s charisma (79.5%), his/her ability to keep the listeners’ attention (57.5%), the level of use of digital innovative technologies (72.6%). Conclusions. According to the research results, the authors come to the conclusion that the compensators of the identified problems can be: the widespread use of information and communication technologies in the educational process, increasing the level of interactivity of the lessons, flexibility and an individual approach in organizing training, the teacher’s personal interest, support for student feedback.

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Enhancing students’ learning motivation for better academic performance: An empirical case in Dong Nai Province, Vietnam

Cited by 8 publications

References 19 publications

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

Digital Technologies in Education: Problems and Prospects for “Moscow Electronic School” Project Implementation

Benefits and risks of switching to distance learning in a pandemic

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