Perspectives from graduate students on effective teaching methods: a case study from a Vietnamese Transnational University

Abstract

Vietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students' perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, 'how is the use of student-centered practices effective in an international learning environment?' Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximize student learning. Implications for practice and future research are discussed as ways to emphasize the benefits of student-centered teaching and learning at transnational collaborative universities.

The Effectiveness of Case Studies in Entrepreneurship Education

“…Today the case study method is a factor in increasing the competence of teachers and a productive method for developing the professional qualities of economics students (Zhakshylykova, 2017). The analysis of the use of case studies in entrepreneurship education is much more actively studied abroad (Drake, 2019;Mukherjee, 2018;Prado et al, 2019;Yao & Collins, 2018), which is probably International Journal of Instruction, October 2021 • Vol.14, No.4 associated with a longer tradition of teaching entrepreneurship due to the market economy system compared to the Russian Federation.…”

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

“…It also helps students to understand complex issues and describe the problem of solution development. Despite its many benefits, case-based teaching model also has its drawbacks and limitations (Reed, & Brunson, 2018;Yao & Collins, 2018): (1) A lack of understanding in courses contents; (2) More challenging and time-consuming; (3) Prone to the bias of the author who writes the cases; narrow focus on the predicament faced by an individual or a group of people; (4) Limitation in the scope of thinking due to the restriction of the cases. Case-based teaching model is useful in the situation where complex problems need to be resolved; (5) The development of cases could be difficult and time-consuming; (6) It is also necessary to address issues concerning privacy protection; (7) Teachers should possess good skills in asking questions in case studies; otherwise, the students who have not sufficiently prepared or are accustomed to traditional teaching methods may feel frustrated.…”

English as Lingua Franca: Exploring the Challenges and Opportunities of English Language on Vietnamese Graduate Student Learning

“…In addition, providing instructions on expectations of how to work in a collaborative group would benefit students and has the potential to emphasize the use of English in group communication. Collaborative learning and group work could be powerful opportunities for navigating English as lingua franca and provide real world experience as a model for future employment in global work settings (Yao & Collins, 2018).…”