A Research Into The Reality Of Online Studyingof National Economics University Students Incovid – 19 Pandemic.pdf

NATIONAL ECONOMICS UNIVERSITY International School of Management and Economics International Bachelor Degree Program A RESEARCH INTO THE REALITY OF ONLINE STUDYING OF NATIONAL ECONOMICS

NATIONAL ECONOMICS UNIVERSITY International School of Management and Economics

International Bachelor Degree Program

A RESEARCH INTO THE REALITY OF ONLINE STUDYING

OF NATIONAL ECONOMICS UNIVERSITY STUDENTS IN

COVID – 19 PANDEMIC

Name: Duong Thanh Nga

Class: I17S3

Student code: 10200042

Instructor: Pham Phuong Lan, MA, MSc

First of all, I would like to express my deep gratitude to my mentor, Ms Phuong Lan, for her encouragement, support, and enthusiasm for providing me with an excellent opportunity to complete the wonderful project "The Reality of Online Learning for National Economic University Students" in Covid- 19 Outbreak"

In addition, I would also like to thank those very supportive friends who helped me complete this project within a limited time

This project is not only for scores, but also for broadening my knowledge Therefore,

we will express our gratitude to those who helped us throughout the research process

ABSTRACT

The COVID-19 pandemic has forced sudden changes in many sectors of the

international community and turned the world upside down Everything has been affected, and the education sector is not excluded It has undergone some unforeseen changes in many parts of the world Due to COVID-19, the sudden transition to online teaching methods has exposed some challenges as well as welfare challenges Virtual

or online education is one of the common methods in different countries/regions of the world, which can be used more in different and special situations or conditions, such

as the Covid-19 pandemic we are facing today Today, it faces different challenges, mainly in the education of higher education students I investigated the reality of online studying for National Economics University students during the covid-19 pandemic

Table of Contents

ACKNOWLEDGEMENTS 2

ABSTRACT 2

CHAPTER I INTRODUCTION 4

1 Background 4

2 Rationale 4

3 Research question 4

4 Research Methodology 4

CHAPTER II: LITERATURE REVIEW 5

1 Online platform 5

2 The reality of online studying 5

3 The streangth of online studying 6

4 Online learning’s drawback 6

5 Challenge 7

CHAPTER III Major Finding 8

1 The current situation of online learning of NEU students 8

2 The complication and conveniences of online learning 11

3 The methods that NEU students devised to improve the quality of online classes 14

CHAPTER IV: Conclusion 14

1 Recommendation 14

2 Conclusion 15

CHAPTER VI: Appendix 15

References 18

CHAPTER I INTRODUCTION

1 Background

The World Health Organization (WHO) declared COVID-19 a pandemic on January

30, 2020, and the outbreak has had a significant impact on a variety of global industries and organizations (2020,Impey) COVID-19's impact on education has not been overlooked, it has touched all levels of the universal academic system, and has caused academic conferences to be canceled The entire shutdown of schools and educational facilities, impacting roughly 900 million kids globally, is one of the actions or policies agreed upon by nations throughout the world to prevent the spread

of the sickness (UNESCO, 2020) Similarly, when COVID-19 arrived in Vietnam, traditional offline classes were suspended, university facilities were shut, and efforts were made to transfer lessons online Because of COVID-19, National Economics University, and other colleges, mandatory lecturers swiftly adopt and decide the use of technology to live in this tough period Online education is a popular measure in many nations throughout the world, something that may be more utilized in distinct and unique scenarios or conditions, such as the Covid-19 epidemic that we are currently facing Today, it confronts significant problems, particularly in higher education Therefore, I surveyed the reality of NEU students in the covid-19 pandemic

2 Rationale

The results of the research will quickly assess the benefits of virtual school education and the challenges posed by incentives to use this technology The study also aims to make recommendations for improving the quality of education through the use of the Internet and digital media during Covid-19 and uncertain times, namely by improving facilities, familiarity, reducing costs, and speeding and accessing the Internet Since the method is young, the only thought-provoking part is the performance of the students and their views, which must be studied and followed up for better development and transformation Although it provides significant advantages for effectively completing work in a specific field, some students hold a negative attitude towards this in general education

3 Research question

• What is the reality of online studying of NEU students in the Covid – 19 pandemics?

• What are the online studying problems that NEU students confront during the Covid – 19 pandemics?

• What methods are being taken to improve the quality of online studying for NEU students during the Covid - 19 pandemics?

4 Research Methodology

In my examination, I employed two methods:

• Primary data: The data collection approach began with an assessment of questionnaires submitted by students at National Economics University To make it easier for people to participate in the survey, questionnaires have been created and submitted using Google Forms All responses have been collated, and the results will

be shown in the charts that accompany this article

• Secondary data: This issue's information was gathered from the Internet, books and past study This type of information aided the research's trustworthiness and completeness

CHAPTER II: LITERATURE REVIEW

1 Online platform

For decades, researchers have been studying online education, including online teaching and learning Numerous research papers, ideas, models, standards, and assessment criteria are devoted to improving online learning, teaching, and course design According to my study, effective online learning results from careful instructional design and planning and the use of a systematic design The design process, as well as the thorough deliberation of numerous design decisions, have an influence on educational quality (Routledge, 2014) As a result, within days of the directives, a slew of academics at the university began researching all available video-conferencing tools and platforms In addition to the Moodle platform at the institution, GoToMeeting, Skype, emails, and Zoom were used Based on the positive experiences

of a number of students with the Zoom platform, the college acquired a version of Moodle for use by teachers, which was incorporated into the university’s learning platform Almost all of the programmers for the second term have finished their job, and they are certain that the online solutions has been designated as a lifeline for finishing the term under difficult conditions

2 The reality of online studying

The rapid alteration to online studying has become a strategy of organizational agility with certain scholastic organizations focusing on the digitalization of academic

themes, notably on online education and way measurements However, there was a scarcity of sources in educational institutions, as well as intellectual marginalization, where there was insufficient access to available internet and technology The most recent has altered organizational receptivity to engage in online studying (Zhong, 2020) Another major issue with digital learning is a lack of adequate engagement with

lecturers Furthermore, comments about any aspect of the online class are frequently discussed with the appropriate course teacher via email, necessitating feedback time Another major disadvantage of online learning is the lack of regular classroom

interaction Scholars exclusively contact with their online postgraduates and never see other scholars in person; therefore, there is no real-time sharing of ideas, knowledge, and information in the online learning environment (Britt, 2006) The current

circumstances are exceptional; it is more crisis learning than standard online learning settings (Pace, Pettit, & Barker, 2020)

3 The streangth of online studying

Despite this abrupt change, students and faculty at the National Economics

University were able to convert to an online format Here are some of the benefits of this change:

• General advantages: Among other sources, the usage of the internet has

increased substantially, as many professors and researchers may acquire knowledge and resources by researching online blogs and other linked sources Another benefit of the shift to online education is the ability to hold live meetings; record meeting, and connect with others

• Advantage for personal growth and development: making use of available resources Moodle and other formerly unutilized systems have been popular and widely used throughout this period Importantly, online resources that were existing on campus in the college but were hardly used by both staff and undergraduates before to COVID-19 proved to be incredibly useful tools during the conversion

• Scholastic shifts: faculty, scholars might explore various learning options by utilizing gadgets and other virtual tools for educating and learning The ability to get education from a distance, allowing both students and staff to continue engaging outside of the constraints of a traditional institution in a classroom

4 Online learning’s drawback

The document also discusses certain shortcomings connected to virtual learning One

of the reported flaws was the delay in receiving feedback In Petride's (2002)

coursework, some participants expressed feelings of inadequacy and responded

instantly in the online background, as opposed to what would ordinarily occur in an organized in-person class session (L Song et al.) Participants in Hara and Kling's (1999) showed school likewise expressed dissatisfaction with the lecturer's slow response Recent research has yielded similar results For example, one identified flaw

of an online course, according to Vonderwell (2003), was the deferral of immediate response from the teacher

Another disadvantage of online learning research is the lack of understanding of

competence Participants in Petride's (2002) course expressed distrust about their classmates' alleged knowledge Despite this, the participants stated that they felt safe because of the teacher's skill Another issue that online learners experienced was a

sense of loneliness and lack of communicate According to Vonderwell (2003), virtual learning participants noted a lack of connection with the trainer, specifically a "one-on-one" interaction with the teacher "I don't know anything about her personality." (For further information, see page 83.) Similar findings have been seen in other

investigations According to Woods (2002), online students felt disconnected from professors and other students in the virtual courses they studied As a result, we cannot expect it to be perfect or challenging

5 Challenge

The COVID-19 pandemic struck several nations unexpectedly, with little or no

planning in place COVID-19 has had a significant impact on many industries,

including education In Vietnam, virtual learning, which has become the normal

because of the pandemic, is currently confronted with a variety of obstacles, some of which are listed below:

National infrastructure is in poor condition.

Unstable power and Internet supply: When compared to other countries, Vietnam does not have a consistent energy supply since there have been power outages in the past, hurting both instructors and pupils

Issues with course delivery

Reduce teacher-student interaction: When thinking about some of my classroom learning experiences, I see that some scholars spend less time in classroom

conversations than normal offline courses, and they often seldom answer questions when they ask Therefore, online courses are sometimes very difficult Long and very uncomfortable (Lavy and Naama-Ghanayim, 2020, Orkibi and Tuaf, 2017)

Long working hours: Scholars cannot submit tasks on time, and teachers cannot

maintain their schedules due to the Internet and power outages

Arrange deadlines: Many faculty and students may use technical tools to complete their work quickly, but due to another limitation; they have to compromise on

deadlines and even their approach standards

Misconduct: Because of the virtual testing system and due to technical limitations, many scholars cannot use video equipment in some face-to-face classroom

assignments and examinations, and students can get guidance and help that the teacher does not know

Students' difficulties

Students' obstinacy: some undergraduates who had previously attended traditional offline classes found the online method to be difficult, with some becoming

ill-mannered to professors as a result of the stress they were subjected to, thereby

restricting virtual teaching and learning

Concerns with family: because of online delivery, some academics study at home, where they are easily distracted; and the majority of scholars found it difficult to focus during virtual learning (Sutton, 2020)

Cerebellar health problems: Some scholars feel worried and nervous due to

unexpected changes As some scholars are unable to deal with the combination of their academic needs and family problems, depression, brain problems and gloomy thoughts are some of the discussions that took place during this period

The challenge of cyber security

Threats to information security: With laptops and other mobile high-tech equipment becoming more prevalent in our daily learning and teaching lives as traditional

learning shifts to a virtual format, there are several forms of vulnerabilities, virus contact and other cybersecurity risks (Nam, 2019)

CHAPTER III Major Finding

1 The current situation of online learning of NEU students

60.00%

40.00%

female male

Figure 1: gender

Participants in this poll are 30 NEU students from a variety of classes at National Economics University In this survey, 60% of female students and 40% of male

students were chosen from a group of 30 NEU students to obtain qualitative data on their attitudes regarding the online teaching-learning process

Microsoft Team

Zoom

Google Meet

Other

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

73.30%

53.30%

40.30%

30.00%

Figure 2: Online Education Platform

The figure illustrate the percentage of students using kind of online platform for

learning Most of students taking part in the survey attend their online classes by Microsoft Team, at 73,3% While there are 40,3% of NEU students use the Google Meet platform to participate in their online classes By contrast, the figure for the Zoom and other platform accounts for 53,3% and 30% of the total NEU students asked for the survey respectively

33.33%

23.32%

43.34%

three times a week three to five times a week more five times a week

Figure 3: The frequency of learning on online platform

The pie chart depicts the frequency of NEU students learning on an online education platform during the COVID-19 epidemic Overall, 44 percent of students study on an online education platform more than five times each week At the same time, students planned to study three times a week account for 33% of the total NEU students polled, while those scheduled to study fewer than three to five times a week account for 23%

of the total NEU students polled

In the morning (7.00 to 10.00)

In the afternoon (12.00 to 17.00)

In the evening (19.00 to 21.00)

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

73%

50%

37%

0%

Figure 4: Time to begin an online period of students

I inquired about the best time for them to begin an online period Surprisingly, the pie charts reveal that the proportion of students who wish to start an online time in the morning (7.00 to 10.00) is the greatest at 73,3 percent Meanwhile, the percentage during the evening (19.00 to 21.00) is substantially lower, at only 36.7 percent The afternoon (12.00 to 17.00) is also the time of day selected by 50 percent of 31 NEU students to begin an online course

Because I can learn online while also doing other things (such as taking care of your younger siblings, cooking meals, cleaning up home, etc.).

Because I was in the correct frame of mind at the moment to study online.

Because this is the perfect moment for me to memorize a great deal of information.

Because it is my spare time

0.00% 20.00% 40.00% 60.00% 80.00%

37%

60%

33%

47%

Figure 5: The reason why student want to start online class at that time

The bar chart illustrate the reason students want to start online classes at time, which they chose The majority of students believe that they were in the correct frame of mind at that moment to study at 60% while the figure for the reason learning online while doing other thing was lower at only 36,7% Meanwhile, the percentage of

students claim it is their spare time and this is the perfect moment for their to

memorize a great deal of information are 46,7% and 33,3% respectively