E learning in higher education in vietnam a case study of funix

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

CHU NGOC MAI

E-LEARNING IN HIGHER EDUCATION IN
VIETNAM – A CASE STUDY OF FUNIX

MASTER'S THESIS

Hanoi, 2019


VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

CHU NGOC MAI

E-LEARNING IN HIGHER EDUCATION IN
VIETNAM – A CASE STUDY OF FUNIX

MAJOR: PUBLIC POLICY
CODE: PILOT

RESEARCH SUPERVISOR:
Dr. NGUYEN THUY ANH

Hanoi, 2019

ACKNOWLEDGEMENT
The period of conducting and completing this thesis has provided me with valuable
knowledge and useful experience thanks to great supports and encouragement from
my supervisors and colleagues from the research fields as well as my family and
friends.
First of all, I would like to express my sincere gratitude to Dr. Nguyen Thuy Anh,
my thesis supervisor, for her guidance and encouragement during the process of
writing my thesis. Thanks to her valuable advices and enthusiastic supports, I can
identify appropriate direction & method for my thesis and complete my paper.
Secondly, I would like to express a special appreciation to people in FUNIX where I
had a chance to participate in a variety of activities in an online university, conduct
interviews and collect data for my thesis. Particularly, special thanks go to Mr. Phan
Phuong Dat, the Director of FUNIX and Ms. Nguyen Thi Thu Hien, Deputy
Manager of Program Development who have provided supports and effective
coordination with other departments in FUNIX, enabling me to access different
sources of data and collect useful information for my thesis.
My sincere thanks are also extended to lecturers and staff in Master of Public Policy
Program in Vietnam Japan University for their great supports. I would like to thank
professor Okamoto Naohisa and professor Vu Hoang Linh for their feedback on my
paper for better improvement. Also, I would like to say thank to Ms. Pham Thi Thu
Ha for her assistance during my two years of studying and the period of writing my
thesis.
Finally, I wish to express my gratitude to my family and friends for being a great
source of motivation and encouragement for me to cope with difficulties during my
thesis conducting and complete my paper.


TABLE OF CONTENTS
LIST OF TABLES ..........................................................................................................i

LIST OF FIGURES ........................................................................................................i
ABBREVIATION ..........................................................................................................ii
Chapter 1: INTRODUCTION ...................................................................................... 1
1.1. Research background ....................................................................................... 1
1.2. Research rationales........................................................................................... 2
1.3. Research significance & objectives ................................................................. 2
1.4. Research questions ........................................................................................... 3
Chapter 2: LITERATURE REVIEW .......................................................................... 4
2.1. Empirical reviews of previous studies ............................................................... 4
2.1.1. Studies on impacts of e-learning on education ........................................... 4
2.1.2. Emerging of e-learning and effects on traditional HEIs ............................. 4
2.1.3. Current states and challenges to e-learning integration in HE.................... 5
2.1.4. Studies on current situations of e-learning in HE in Vietnam .................... 6
2.2. Conceptual reviews of e-learning terms ............................................................ 7
2.2.1. Diversification of distance learning in educational systems ....................... 7
2.2.2. Technical terms in e-learning program development ................................. 9
2.3. Theoretical models & frameworks .................................................................. 10
2.3.1. A framework for e-learning application ................................................... 10
2.3.2. A model to evaluate e-learning quality in developing countries .............. 12
2.3.3. A summary of main perspectives for e-learning models & frameworks .. 13
Chapter 3: METHODOLOGY ................................................................................... 15
3.1. Qualitative research .......................................................................................... 15
3.2. Research design of a case study ....................................................................... 15
3.3. Description of activities..................................................................................... 16
3.3.1. Desk-based reviews................................................................................... 16
3.3.2. Participant observation .............................................................................. 17
3.3.3. In-depth interviews ................................................................................... 17
Chapter 4: FINDINGS ................................................................................................. 19

4.1. An overview of e-learning in higher education in Vietnam .......................... 19
4.2. Organisational structure of an online university ........................................... 20
4.2.1. An overview of FUNIX online university model ..................................... 20
4.2.2. Organizational structure of an online university – FUNIX model ........... 22
4.3. Development and delivery of online courses for HE program ..................... 24
4.3.1. Procedure of online course developing and operating .............................. 24
4.3.2. ICT facilities ............................................................................................. 26
4.3.3. Human resources – Academic & professional staff .................................. 27
4.4. Provision of HE educational degrees in an online university ....................... 29
4.4.1. Full online e-learning programs for bachelor degree & relationship
with “offline” universtities .................................................................................. 29
4.4.2. Blended learning programs for bachelor degree and cooperation with
traditional universities ......................................................................................... 30
Chapter 5: ANALYSIS AND DISCUSSION ............................................................. 32
5.1. A comparative analysis between models of online and traditional
universities ................................................................................................................ 32
5.1.1. Differences in organisational structures.................................................... 32
5.1.2. Advantages of e-learning model comparing to on-campus model in
terms of time and location ................................................................................... 32
5.2. Shortcomings and challenges to application of e-learning in HE ................. 33
5.2.1. ICT facilities ............................................................................................. 33
5.2.2. Human resources ...................................................................................... 34
5.2.3. Policy implication of higher educational degree provision ...................... 35
Chapter 6: RECOMMENDATIONS & CONCLUSION ......................................... 36
6.1. Recommendation ............................................................................................... 36
6.2. Limitation & further studies ............................................................................ 38
6.3. Conclusion .......................................................................................................... 39
REFERENCES ............................................................................................................. 41
APPENDIX ................................................................................................................... 47

LIST OF TABLES
Page
Table 2.1 Khan’s descriptions of eight dimensions for e-learning framework.............. 11
Table 2.2 Main perspectives of e-learning models & frameworks ................................ 14
Table 3.1 In-depth interview details .............................................................................. 18
Table 4.1 Important milestones of FUNIX’s establishment .......................................... 20
Table 4.2. Details of academic & professional staff ...................................................... 28

LIST OF FIGURES
Page
Figure 2.1. Khan’s e-learning framework ...................................................................... 11
Figure 2.2. E-learning quality evaluation model............................................................ 13
Figure 4.1. Organisational structure of FUNIX ............................................................. 23
Figure 4.2. Practical procedure of online course development ...................................... 25
Figure 4.3. Human resources in e-learning course development & operation............... 27

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ABBREVIATION
HE: Higher education
HEIs: Higher education institutions
IT: Information technology
ICT: Information and communication technology
MLS: Management learning system
MOOCs: Massive open online courses
QA: Quality assessment
OSS: Open source software
MOET: Ministry of Education and Training

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CHAPTER 1 - INTRODUCTION
1.1. Research background
Progress in science and technology has posed profound impacts on our modern
society. Thanks to advanced technology, education has experienced evolution of
different educational forms throughout the history. From the traditional styles of
teaching in classroom context characterized by face-to-face interaction between
teachers and students, the new concept of distance learning was created based on
the emergence of computer-based learning as well as video lectures and television
programs (Holmberg, 2005). The following generation of distance education is the
emergence of e-learning inspired by the expansion of internet access with emphasis
on web-based learning (Saykili, 2018). Recently, the birth of massive open online
courses (MOOCs) was remarked as a new wave of distance education with
highlights of increasing interaction among participants and meeting increasing
demand from a huge number of learners regardless of geographical location
(Tracey, 2013). The evolution of online education throughout the timeline of history
has proved its potentials of expanding application and integration in all levels of
education.
Moreover, the phenomenon of industrial revolution 4.0 is believed to make changes
in all aspects of our life (Hussin, 2018). Then, impacts on different educational
levels are inevitable. Particularly, in responding to the fourth industrial revolution,
higher education (HE) has experienced considerable changes in terms of
curriculums, pedagogical approaches, teaching methods as well as functions of
education. (Xing & Marlawa, 2017). As a result, higher educational institutions
(HEIs) are supposed to adapt and make appropriate changes to increase access and
meet increasing demands of learners.
Also, current trends of educational development in the age of 4.0 industrial

revolution focus on innovation in teaching methods and learning approach (Hussin,
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2018). For instance, it is stated that there has been an increasing tendency of
developing flexible learning approach regardless of time and space limitation.
Moreover, students are considered as the central focus of the learning environment
in which courses are designed in responding to trending requirement of learners.
1.2. Research rationales
In Vietnam, there has been a boom in online educational market with diversified elearning providers and various forms of online learning (Le, 2017). For tertiary
education, since 2000s, universities started to show interests in e-learning
application in higher education and initiated the trend of integrating e-learning in
programs for Bachelor’s or Master’s degrees (Nguyen, 2016).
Therefore, increasing demand for e-learning programs in higher educational
environment has made it necessary for universities and e-learning providers to apply
effectively e-learning approach for the purpose of attaining undergraduate and postgraduate programs.
More importantly, there has been a limitation in policy documents on governmental
direction of higher educational e-learning model development and regulations for
management of e-learning providers’ activities in the online educational market. For
instance, the Ministry of Education and Training have issued only two documents in
2016 and 2017 on application of Information and Communication Technology
(ICT) in online education and regulation of distance higher education. (MOET,
2016; MOET, 2017).
Consequently, it is essential for policy makers to provide more specific regulations
to manage operation and activities of e-learning providers in Vietnamese markets.
1.3. Research significance and objectives
Significance of the study:
 Higher educational institutions & e-learning providers
 Policy makers

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Objectives of the research
The research aims at providing an overview of the current situation of e-learning
application in higher education in Vietnam and an insight into the operation of an elearning institution. From comparative analysis and discussion of a case study of an
online educational model, the paper, then, proposes policy recommendation to help
e-learning institutions apply effectively e-learning in higher education in the context
of Vietnam.
1.4. Research questions
The main research question:
How can e-learning providers improve their application of e-learning in
higher education in Vietnam?
Research sub-questions:
1) What is the current situation of e-learning in HE in Vietnam in terms of elearning application types and provision of higher educational degrees?
2) What is the procedure of developing & delivering an online course and its
influencing factors?
3) What are advantages of e-learning application in HE comparing to traditional
method of education?
4) What are shortcomings and existing challenges to e-learning providers in
applying e-learning in HE (in terms of developing online courses and
providing university degree?
5) What policy recommendation should be made to enable e-learning providers
to utilize advantages and tackle difficulties in the process of e-learning
application in higher education?

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CHAPTER 2 – LITERATURE REVIEW

2.1. Empirical reviews of previous studies
Many studies have been conducted about the state of e-learning application in HE in
both developed and developing countries. These papers have provided an insight
into effects that e-learning have posed on changes in higher educational programs
and current status of the process integrating e-learning in HE.
2.1.1. Studies on impacts of e-learning on education
E-learning has been proved in a number of recent research to pose significant
effects on education in general and HE in specific. In terms of e-learning impacts on
the educational system, Agarwal & Pandey (2013) on a paper published in
International Journal of Science and Research emphasized benefits for both
educators and learners. In comparison with traditional way of teaching, e-learning
has been stated to be less expensive because of reduced cost for provider sides in
terms of campus infrastructure, printed materials and other necessary facilities for
face-to-face learning. Also, thanks to this type of distance learning, learners can
save both money and time for travelling (to their learning location) and even cost of
renting accommodation (when studying far from their hometown) (Agarwal &
Pandely, 2013).
In addition, e-learning with flexibility is believed to release teachers and learners
from pressures of time (Mentis, 2017). As online courses can be accessed anywhere
and anytime so that learners can choose their own suitable learning pace with less
conflicting to their private business and schedule.
2.1.2. Emerging of e-learning and effects on traditional higher educational
institutions
More importantly, changing from traditional method to online education has made
remarkable changes in the higher educational institutions (HEIs). A study conducted
by University of Wolverhampton for Journal of University Teaching and Learning

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practice in the United Kingdom have shown some key features in the impacts of elearning in higher education (Singh et al., 2005). The authors, firstly, indicated
effects of e-learning in HEIs as the organizational structure of a university and its
connection with industry would experience changes. For instance, HEIs are
supposed to have a more flexible organizational structure in response to increasing
emergence of advanced technology and application of ICT in learning and teaching
methods. The researchers also emphasized the need for cooperation between
traditional universities and businesses, in particularly private educational providers
(in a form of corporate universities) to provide online program with the aims of
meeting increasing market demand from part-time students.
Furthermore, functions of academic staff should be taken in consideration because
integration of e-learning in teaching activities has required lecturers to adopt
appropriate pedagogical approach to utilize advanced technology and to adapt with
new virtual teaching & learning environment. The authors also mentioned the
importance of training academic staff in technological knowledge so that they can
deliver effectively online courses for higher educational programs (Singh et al.,
2005).
2.1.3. Current states and challenges to e-learning integration in HE
As proved in previous studies, the expansion and development of e-learning with
more profound impacts on different forms of education is significant. Some
international organisations have conducted research to study current status of elearning application in HE. Bichsel (2013) from EDUCAUSE Centre for Analysis
and Research has provided a comprehensive picture on the integration of e-learning
in HE and pointed out major aspects that HEIs need to improve for effective
application of e-learning models. The findings of this theses highlighted increasing
concerns of HEIs in initiating online courses in some department levels of the
university. Also, benefits of e-learning have been proved in the research through
growing non-traditional enrolment rate thanks to more open learning access and
flexible types of learning environment.

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Similarly, research undertaken in different parts of the world like European
countries (Gaebel et al., 2014), Bolivia from South America (Holmström et al.,
2012) or Mongolia from Asian regions (Tuul, 2016) have proved the prevailing
trends of e-learning impacts in HE. However, there have been challenges that HEIs
in these countries may face in terms of applying different forms of e-learning in
proving tertiary programs (Islam, Beer & Slack, 2015). Among them, traditional
learning styles and cultural features which are hardwired and not always resistant to
change can be obstacle for both teachers and learners to adopt new teaching style
and accept new learning environment. Moreover, lack of practical pedagogical
approach, unavailability of ICT infrastructure and unqualified knowledge in
technological application have been mentioned as existing disadvantages of many
institutions of higher degrees (Kigundu, 2014).
2.1.4. Studies on current situations of e-learning in HE in Vietnam
In Vietnam, academic papers on status and application of e-learning in university
context are in limited number. The most two prominent studies focusing on the
main topic of e-learning in the HE have been completed by Nguyen, Park & Min
(2015) and Dang (2014). One of the two papers focuses on providing an analysis on
Vietnam capacity and probability of maintaining e-learning systems (Nguyen et al.,
2015), while the other aims at studying the process of implementing online
programs in traditional universities through some case studies (Dang, 2014).
In the first study, the authors provided an overview of e-learning development in
Vietnam since 2007, highlighting the growth of online educational market in
Vietnam and growing interests of young people towards e-learning approach
(Nguyen et al., 2015). Through the results of the quantitative research, the studies
showed the positive and significant correlation between factors of technology,
organizational support and institution capacity (independent variables) and learning
satisfaction & learning efficiency (dependent variables). However, the research has
not delivered a more throughout discussion on how these above factors of IT
facilities and institutional improvement can pose impacts on better learning

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outcomes. Furthermore, the study mentioned consistent supports from government
and efforts from universities on integrating e-learning in traditional educational
programs. Although the discussion part of this research showed experience from
other countries in applying e-learning, it did not go into details of developing a
sample framework to effectively integrate e-learning in under-graduate and postgraduate programs of universities.
The study by Dang (2014) provided a more specific case study of applying elearning in three universities in Vietnam. The findings of these three case studies
have enabled readers to have a clearer view on implementation of e-learning in the
context of higher educational institutions with focus on blended-learning programs.
Also, a cross-case analysis approach was adopted in the research to study influences
of three contextual factors of technology, organization as well as teaching and
learning content. However, the main subject of this research is traditional
universities undergoing a process of changing educational approach by combining
online and on-campus learning. There has been no data and information on the roles
of private and independent e-learning providers who can support traditional
universities by providing a full online program for higher educational degrees with
all factors of IT platform, curriculum content and learner performance management
tool.
2.2. Conceptual reviews of E-learning terms
2.2.1. Diversification of distance learning in educational systems
The evolution of distance learning has proceeded throughout the development
timeline of educational system. The emergence of the term distance learning can be
traced back in the 20th century, especially since 1970s and 1980s when it was first
officially mentioned in International Council for Correspondence Education
(Holmberg & Bernath & Busch, 2005). It is important to distinguish distance

education and its neighbouring terms like e-learning, hybrid or blended learning.

There is a blur and thin border between these similar concepts as they may have

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some common characteristics and may overlap each other. More importantly, the
development of these forms of learning has a close connection with the evolution of
advanced technology and application of information and communication technology
in educational activities.
Distance learning vs. traditional learning (campus education)
The main differences between traditional ways of learning and distance learning are
teacher-student interaction and learning space. Saykili (2018) in a paper for the
International Journal of Contemporary Educational Research summarized some key
features to distinguish these two types of learning. While campus education can be
characterized as face-to-face interaction of lecturers and learners in real place of
classrooms, distance learning is defined as the types of learning without regular
face-to-face interaction. In distance learning, teachers and students can be separated
physically and be connected together via different channels of media (Saykili,
2018).
E-learning
Together with development of advanced technology and ICT application in teaching
and learning activities, distance learning has been diversified and expanded. Media
channels and tools in which students from distant areas acquire knowledge have
evolved from simple forms of radio, videos or TV learning programs to computerbased and web-based learning systems (Bates, 2005). E-learning is defined as a
third generation of distance education with the emphasis of computer platform and
internet access (Bates, 2005). For instance, computer-based environment and
internet connection help teachers and students to interact together in an online
conference and students can study in virtual classroom without direct lecturing of
teachers.
Massive open online courses (MOOCs)

The term MOOCs, which is the abbreviation of massive open online courses,
originally used in 2008 by Dave Cormier from the University of Prince Edward

8


Island (Canada) to define the “Connectivism and Connective Knowledge” course
delivered freely to a huge number of online learners (Tracey, 2013; Yeager, HurleyDasgupta, & Bliss, 2013). The key feature of MOOCs refers to open and free online
courses providing access to a large number of learners worldwide. This type of
learning have been integrated widely in different educational levels with more
encouragement on interaction between lecturers and learners via social network
(Saykili, 2018).
Blended learning or Hybrid learning
Blended learning is a combination of online and offline education in which students
can learn in both traditional on-campus classrooms and virtual learning environment
(Bryan & Volchenkova, 2016). In this type of learning, a part of educational
program used to be taught directly in class will be replaced by web-based learning.
In higher educational institutions, hybrid learning can be used as a solution for the
problems of limited classroom numbers in university campus and a convenient
online learning form for students (Graham, 2006).
2.2.2. Technical terms in e-learning program development
The process of developing, designing, delivering and maintaining an online course
would requires the foundation of ICT infrastructure and assistance of advanced
technological tools. Having an insight into basic definition of these below technical
terms is essential to understand the key features of e-learning and important roles of
technological innovation and application in online education development.
Synchronous & asynchronous learning
These two terms help express typical characteristics of e-learning. The crucially
distinguished point in these two concepts is the time student accessing and
participating in online courses. In synchronous learning, people, regardless of their

location, can engage in an online course at the same time so that they can involve in
real time interaction with teachers and other classmates in their virtual classroom.
Whereas, in asynchronous learning, participants enrol in the course at different time

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and follow different learning schedule based on their own timetable and learning
pace (Pappas, 2016).
Learning management systems (LMS)
This term can be defined as a learning platform or software application allowing
online course designers and providers to create, deliver and manage digital content
of a course (Pappas, 2016). Also, LMS provides tools to track learning data and
evaluate performance of learners (McNamee, 2018).
E-learning authoring tool
E-learning authoring tool is a software to assist teachers and online course designers
to create their digital lecture content. This software is developed with a digital
library containing useful templates and assets which enable teachers to design their
slides, video or audio lectures as well as exercises and assignments in the form of
multimedia content (Pappas, 2016).
Learning analytics
Focusing on implementing and maintaining an online program, learning analytics is
the term to indicate measuring, collecting, reporting and analysing data on activities
of online learners. All interactions and performances of each learner will be
recorded and profiled so that e-learning providers, designers and teachers can
understand more about behaviours and experiences of students to optimize learning
effectiveness and improve virtual learning environment (Johnson et al., 2016).
2.3. Theoretical frameworks and models of E-learning application
2.3.1. A framework for e-learning application
The global e-learning framework developed by Khan (2010) has proposed a

framework of implementing e-learning based on eight dimensions, helping identify
necessary factors contributing to the process of designing an e-learning program.

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Figure 2.1. Khan’s e-learning framework
Source: Khan (2010)
The eight dimensions that Khan mentioned can be described clearly through the
division of main dimensions into different sub-dimensions with detailed description.
The table 2.1 aims at summarised key characteristics of these dimensions.
Table 2.1. Khan’s descriptions of eight dimensions for e-learning framework
No.

Dimensions

Sub-dimensions

1.

Institutional

 Administrative affairs
 Academic affairs
 Student services

Focussing on different
aspects relating to
administrative & academic
issues of e-learning

institutions’ operation as well
as services for learners

2.

Management

 People, process, product
 E-learning content
development
 E-learning environment

Managing all activities
concerning procedures of
developing e-learning content
& maintaining educational
environment for online
courses

3.

Technological  Infrastructure planning
 Hardware
 Software

4.

Pedagogical

 Content/ audience/ goal

analysis

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Descriptions

Concerning ICT facilities for
e-learning framework
including both hardware &
software infrastructure
Referring to teaching and
learning approach through


5.

Ethical

6.

Interface
design

7.

Resource
support

8.

Evaluation

 Design approach
 Instructional strategies
 Blending strategies

analysing of content,
audience & learning
objectives; focusing on
strategies for e-learning
instructional design &
blending approach

 Social & cultural
diversity
 Bias & political issues
 Geography diversity
 Learner diversity
 Digital divide
 Etiquette
 Legal issues
 Page design
 Content design
 Navigation
 Accessibility
 Usability testing
 Online support
 Resources

Considering other factors of

social, political & cultural
issues; differences in
geographical characteristics,
learners’ features & legal
issues

Concerning design of elearning sites or pages,
content instructional design,
navigation of the lessons and
access to online courses
Mentioning resources for
online courses and supporting
systems for e-learning
implementation

Focusing on assessments of
 Content development
both learners’ performance
process
and e-learning environment
 E-learning environment
 E-learning at the program
& institutional levels
 Assessment of learners
Source: Khan, 2010

This framework can be applied in different scopes of e-learning development
through the process of exploring these dimensions thoroughly to create effective
and flexible e-learning system in a specific context.
2.3.2. A model to evaluate e-learning quality in developing countries

This model developed by professors in universities of Kenya (Hadullo & Oboko &
Omwenga, 2017) aimed at providing key factors to evaluate e-learning application
quality.

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Figure 2.2. E-learning quality evaluation model
Source: Hadullo & Oboko & Omwenga, 2017
This model examines six key factors including perspectives of both e-learning
providers (institutions, course developers and supporting systems) and e-learning
users (learners’ satisfaction and learning effectiveness). It provides an effective tool
to e-learning system in the context of Kenya particularly, which is also a helpful
source of information for other developing countries to apply in their own contexts.
2.3.3. A summary of main perspectives for e-learning models & frameworks
These above dimensions for e-learning implementation and factors for evaluation of
e-learning quality can be categorised into some major aspects when referring to
models & framework of e-learning operation. These main aspects include crucial
elements in the procedure of developing online programs and integrating e-learning
in education. They are institutional management, course development, ICT
infrastructure, pedagogical approach, human resources and learners. The subelements of these six aspects are summarized in the table 2.2.

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Table 2.2. Main perspectives of e-learning models & frameworks
Institutional
Management

Course development

ICT Infrastructure

Organizational structures
& operational
management

Course structure

Technology facility

Instructional design

(Available hardware &
software)

Financial resources
(funding)
Institutional policy

Course building & quality
assessment

E-learning environment

Operation & maintenance

Governmental policy &
legal issues
Pedagogical approach

Human resources

Learners

Learning strategies &
objectives

Course designers

Assessment of learners

Curriculum

Academic/ professional
staff

Academic achievement &
performance

Assignments &
examination

Instructors (learning
supporters)

Enrolment rate

Content analysis

Admin & IT supporter
(technician)

Quality evaluation

Learning effectiveness
Users’ satisfaction

Research scope and focused perspectives
In terms of the scope of the research, this study focuses mainly on four perspectives
of institutional management, course development, ICT infrastructure & human
resources. For institutional management, the paper concentrates on aspects of
organisational structures, institutional policy as well as impacts of governmental
policy & legal issues on operation of the e-learning institutions. The author, then,
explored the course development with an emphasis on procedure of course content
building as well as operating and maintaining the course. The factors of ICT
infrastructures with availability of software and hardware facilities and human
resources of course designers, academic staff and instructors are also examined as
elements for the course development process.

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CHAPTER 3 - METHODOLOGY
3.1. Qualitative research
Qualitative method is adopted in this research with the research design of a case
study in a practical research site. This research used both data from primary and
secondary sources. Primary data was collected through participant observing and indepth interview conducting. Secondary sources from desk-base reviewing provided
information and figures from previous studies as well as policy & internal
documents.

3.2. Research design – A case study of FUNIX
The thesis used research design of a case study with the aim of having an in-depth
insight into e-learning application in HE in the practical context of Vietnam. For
that purpose, it is useful to choose research site in an educational institution or an elearning provider which delivering e-learning programs for higher degree.
Rationales for choosing FUNIX as the case study
FUNIX online university is a model of e-learning provider for undergraduate
programs. FUNIX is a member of FPT Education which is an educational group
established by FPT Corporation (Hoang, 2016).
To adapt dramatic development of advanced technology and to meet changes in
demand of learners in educational methods, FUNIX, founded in 2015, has the
mission to provide online courses using a completely new approach named FUNIX
Way. It is expected to improve educational quality and affect a wide range of
students (without time and space limitation).
Embracing a great desire to build a network cooperating effectively educational
institutions, learners and enterprises, FUNIX has expanded its cooperation with
universities in other regions in Vietnam and international universities in the world
(FUNIX).

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More importantly, FUNIX’s operation can be considered as a start-up model of the
first online university in Vietnam. With these above features, this is an appropriate
research site to be chosen as a typical case study of e-learning application in
providing higher educational programs.
3.3. Description of main activities
3.3.1. Desk-based reviews
The desk-based review focuses on studying papers provided from three main
sources of literature review, FUNIX’s internal documents and FUNIX’s online
courses.

Literature review
 Conceptual reviews for key terms’ definition, models, frameworks
 Empirical reviews of previous studies from both international and
Vietnamese sources
FUNIX’s documents
 Include both published information from official journals & websites and
internal documents provided by FUNIX
 In forms of University’s Decisions; meeting minutes; courses and lecturers’
profiles and course syllabus
 Statistics on students enrolment and data on students’ feedback of online
courses
Online courses
 Using account provided by FUNIX to experience online courses
 Analysing structure, main features and website prefaces of an online course
 Enrolling in some specific online courses (as the role of a learner) to
experience functions & tools provided by the website (e-learning platforms)
 Comparing strengths and weaknesses of an online course with traditional
studying materials

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These main sources of materials are informative and helpful in providing
theoretically initial understanding of e-learning operation for the first steps of
studying overall information of online education and preparing for following stages
of experiencing actual e-learning in the context of FUNIX.
3.3.2. Participant observation
The information was also collected through the process of observing activities and
operation of FUNIX as an online university. More importantly, the method of
participant observation allowed the author to directly involve in a variety of tasks

relating to the operation of an online educational institution and execute different
steps in the procedure of developing an e-learning course. For instance, conducting
different tasks relating to e-learning program development and attending meetings
of the academic board are really useful for the study as the author had a chance to
observe activities in the roles of both an outsider and insider (of the organisation).
As an insider, the researcher could directly involve in different activities, providing
profound understanding of the actual context of e-learning development in FUNIX.
3.3.2. In-depth interviews
Information was also collected by using method of in-depth interviews with people
from different departments and occupational positions in FUNIX. A series of
personal interviews were conducted through the forms of both face-to-face and
telephone contact. The interviewees experienced both structured interviews with a
set of pre-constructed questions and unstructured interviews with more open and
flexible questions. In these interviews, responses focused on descriptive
information, data provision and viewpoint expression.
Main objectives of the in-depth interviews were mainly people working in FUNIX
and FPT University in both managerial positions and staff. They were categorised
based on main concerning issues of e-learning application in HE as mentioned in
details in the table 3.1.

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Table 3.1. In-depth interview details
Categories
Overview &
organisational
structure

Division & interviewees

Human resources
(Head of department, 1
person)
Student services (officer,
1 person)

Main content
Development background &
history
Structure of an online
university & functions of
departments
Students’ enrolment since
establishment

Online course
development;
delivery &
maintenance

Program development
division (Head of
department & officers, 3
people)
System maintenance (1
person)

Structure of an online course
Online course development
procedure in FUNIX

Process of delivering &
maintaining online courses

Course designers (2
people)
Academic human
resources

Academic department
(Head & officers of
Academic division, 3
people)

Academic staff for course
development
(course designers, reviewers,
mentors)

ICT infrastructure

IT System Division

ICT infrastructures for online
course running & MOOCs
sources

(Lead of IT division, 1
person)
Program development
division (officers, 2

people)
Institutional policy Managerial positions in
& provisions of HE FUNIX
degree
(Director & Deputy
director, 2 people)
Cooperation with
campus
universities

Operation of an e-learning
provider
Legal status in providing
university degree

Program Development & Blended-learning program &
Academic Department of cooperation with traditional
FPT University (2 people) universities

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