Contact hours in Dutch and Vietnamese higher education: a comparison

Quyen, Do Thi Ngoc

doi:10.1007/s10734-008-9174-9

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…Although the curriculum has been applied based on student-centered approach, teaching in large classes, laboratory classes, and skills laboratory classes in the traditional ways are still conducted. With many traditional learning methods students usually have limited opportunities to pursue SDL 7 , 17 . The problems and the challenges occurred when the hybrid PBL curriculum was designed without much consideration to the overall schemes and only focused on how the PBL tutorials should be slotted in the curriculum 12 .…”

Section: Discussionmentioning

confidence: 99%

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

2016

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ObjectivesTo identify the student’s readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. MethodsA combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. ResultsThe quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students’ life styles, students’ perceptions of the topics, and mood, were factors influencing their self-directed learning. ConclusionA hybrid problem based curriculum may not fully affect the students’ self-directed learning. The curriculum system, teacher’s experiences, student’s background and cultural factors might contribute to the difficulties for the student’s in conducting self-directed learning.

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Section: Discussionmentioning

confidence: 99%

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

2016

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“…The undergraduate curriculum at university consists of two phases: general education in the first three to four semesters and specialized training in the remainder of the program. Subjects included in the general education phase are often a foreign language, physical fitness and military training and political theory – such as History of the Vietnamese Communist Party, Political Economy, Ho Chi Minh's Ideology, Marxism–Leninism Philosophy and Scientific Socialism (Quyen, 2009). Students also take core subjects in their intended fields of study in this phase.…”

Section: Methodsmentioning

confidence: 99%

Psychometric examination of the Connor–Davidson resilience scale (CD-RISC-10) among Vietnamese students

Minh-Uyen

2020

JARHE

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PurposeThis study examined psychometric properties of the ten-item Connor–Davidson resilience scale (CD-RISC-10) among university undergraduate students in Vietnam.Design/methodology/approachThe study followed a cross-sectional design using a sample of 414 students from multiple universities in Southern Vietnam. Three bilingual experts back-translated the provided scale to verify its content. Factor analyses were used to explore and confirm the scale structure, and item response theory (IRT) model for polytomous responses was selected to further examine individual items and the entire scale.FindingsFactor analyses confirmed a single-dimensional structure of the CD-RISC-10. IRT analysis demonstrated that individual items and the entire scale reliably measured resilience. However, probabilities to endorse the lowest category were particularly low for most of the items, suggesting a potential to modify the number of the response categories. The overall results indicated that the CD-RISC-10 in Vietnamese was a reliable and accurate tool to measure a range of university students' resilience levels.Research limitations/implicationsConvenience sampling method, the use of self-reported survey and the inclusion of only university students were limitations of the study. However, using IRT to thoroughly examine the CD-RISC-10 was an important contribution to the work of validating research instruments.Practical implicationsThe CD-RISC-10 could be a valid, reliable and convenient assessment tool for school psychologists and psychiatrists to use in trainings, counseling services or resilience intervention programs.Originality/valueWhile many studies have investigated psychometric properties of the CD-RISC-10 in other languages, none has been conducted in Vietnamese.

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“…They are from the reference groups. The quality of university services depends on the -human actors‖ (Quyen, 2009)…”

Section: Peers Of Current Students or Graduatesmentioning

confidence: 99%

An Assessment of Students’ Preferences Using Social Media Platforms on Their Selection of Private Universities in Lebanon

Bashir¹,

Hejase²,

Danash³

et al. 2022

JBTP

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This paper assesses the behavior of prospective students of private universities in Lebanon on social media platforms; classifies them according to the extent and the way they use these platforms, and investigates students’ preferences using social media to choose a private University. A quantitative approach was adopted using a structured questionnaire administered to a convenient sample of 527 students from private universities in Lebanon who responded willingly. Collected data were analyzed using the SPSS program employing descriptive statistics. The university sample consisted of six Lebanese Higher Education Institutions that belong to different socio-economic categories, diverse cultures, many geographic locations, and varying chronological seniority. Results showed the influence of university pages on these platforms on students’ decisions and their adoption as a primary source of information before making their choices. Universities were unsuccessful in providing an effective communication channel with students or enabling two-way communication and motivating participation in comments, content creation, sharing experiences related to the universities, or sharing posts from their pages. Authors recommend universities review their motivational schemes for students to interact on university platforms regarding access to information and communication. For marketing, it is necessary to hire qualified staff, and provide a consistent and updated policy.

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Contact hours in Dutch and Vietnamese higher education: a comparison

Cited by 6 publications

References 4 publications

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

Psychometric examination of the Connor–Davidson resilience scale (CD-RISC-10) among Vietnamese students

An Assessment of Students’ Preferences Using Social Media Platforms on Their Selection of Private Universities in Lebanon

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