Những xu thế và thách thức học trực tuyến

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Huỳnh Thế Du – PHER Program Manager

<small>(Some slides adapted from the presentations in PHER’s webinar on Sep 26, 2023)</small>

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PRESENTATION AGENDA

•Online education model around the world

•Framework for online education

•Indiana University Experience

•Recommendations for Vietnam

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ONLINE EDUCATION WORLDWIDE

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THE TOP ONLINE LEARNING STATISTICS IN 2024

•<b>Worldwide, 49% of students have completed some sort of online learning</b>

•<b>Online learning is the fastest-growing market in the education industry – it has grown 900% since its creation in 2000</b>

•<b>70% of students say online learning is better than traditional classroom learning</b>

•<b>The number of online learning users is expected to increase to 57 million by 2027</b>

•<b>80% of businesses now offer online learning or training solutions</b>

•<b>63% of students in the US engage in online learning activities daily</b>

•<b>Online learning can increase student and employee retention to as much as 50%</b>

•<b>Online learning can reduce the time needed to learn a subject by 40% to 60%</b>

•<b>The online learning industry is projected to be worth more than $370 billion by 2026</b>

•<b>Online learning and training can improve employee performance by 15% to 25%</b>

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•

The landscape of the online education in the world has changed rapidly in recent years, especially after the Covid pandemic.

an often low-cost, emergency alternative form.

role in Vietnam and it has been in the downward trend.

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<small>6/22/2022FOOTER GOES HERE6</small>

Models of Online Education

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• This may be university, faculty-to-faculty,

firm, or platform

university-to-• The options are endless, and

simply go to the need to form new arrangements to facilitate a shift to online education

• Working with the same people in the same structures will not enact the shift required to move from a traditional to an online model of education

• Importantly, “partnerships” does not imply any kind of commercial arrangement between a faculty or university

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Development modelQuality modelFinancial model

<b>Strategic focus</b>

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<b>Development framework</b>

Source: Coates (2020).

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<b>Quality framework</b>

Source: APEC (2017)

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<b>Financial sustainability framework</b>

<small>Induction and orientation121</small>

<small>Academic support and advice212</small>

<small>Personal support and advice130</small>

<small>Health and medical services111</small>

<small>Core learning and curriculum resources212</small>

<small>Supplementary materials and readings130</small>

<small>Big classes like lectures212</small>

<small>Small classes111</small>

<small>Laboratories, fieldwork and studios212</small>

<small>Managing your study111</small>

<small>Studying alone111</small>

<small>Studying with other students130</small>

<small>Getting advice from faculty212</small>

<small>Socializing with other students111</small>

<small>Supplementary academic learning130</small>

<small>Contributing to social interest groups212</small>

<small>Interacting with communities outside campus121</small>

<small>Never (1)Rarely (2)Sometimes (3)Always (4)</small>

<small>Experiences Support </small>

<small>Curriculum 100% </small>

<small>Teaching 50% Assessment 50% Enrichment </small>

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Current make-up of the IU Online portfolio and student population as of fall 2022.

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<b>4 Key Elements to Consider in </b>

<b>Launching </b>

<b>Online Programs</b>

●

Defining Goals

●

Market Alignment

●

Strategic Design

●

Governance

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<b>What to </b>

<b>Consider When Determining </b>

<b>Whether to Build a Degree</b>

<small>What does the market need?</small>

<small>What programs do we already have in a face-to-face format?</small>

<small>Can those courses be designed for an </small>

<small>online format?</small>

<small>Does the faculty expertise exist?</small>

<small>Is this an undergraduate or </small>

<small>graduate degree and is it “transfer </small>

<b>Key Questions</b>

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<b>Build Governance Structures to Be Nimble, Responsive, and Aligned with Priorities</b>

●

Defined scope for participants

●

Tolerance for risk

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•Make online education a priority in higher education

•Define your strategy and desired outcomes

•Build on existing innovation and capability

•Consider organizational innovation

•Refine organizational structure

•Generate buy-in

•Focus and implement well

Recommendations: Institutional development

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•Focus on quality

•Offer faculty professional development

Recommendations: Quality assurance

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•Invest in long-term outcomes

•Align resources with defined goals

•Optimize the level of hybridization

Recommendations: Sustainability

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•Approve fully online programs

•Guided by quality assurance

Recommendations: National regulations

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<small>6/22/2022FOOTER GOES HERE21</small>

School enrollment, tertiary (% gross)

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THANK YOU FOR YOUR ATTENTION

<small>Huynh The Du</small>

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