Perspectives of Lecturers and Students on Classroom Management in Vietnam Universities

Abstract

The purpose of this paper is to examine the degree awareness and skills to which lecturers manage classroom relating to improve the activities in the class effectively. This study used a quantitative approach to data collection. Questionnaire consisted of awareness and evaluation of 96 lecturers and students about classroom management in Vietnam universities. The reliability of the test was calculated with the SPSS 18.0 package software. The findings reflect three components in classroom management of lecturers: Building the classroom environment; Developing regulations and guidelines in classroom teaching and engaging students in classroom management. Upon the model, participants realized the importance of lectures in classroom management. Most lecturers and students have access to the contents of classroom management in the teaching process and carry out their learning tasks. Lectures tried their best to carry out in three basic contents. However, students' do not have enough time to approach and master it before graduation and there are also the number of students who think their lecturers perform unusually or never implemented some activities such as engaging students in classroom management. The paper adds to the growing literature on classroom management in higher education and takes place semi interview lecturers and students. In addition, the paper also provides evidence of the process in which lecturers manage the class to adjust the view of lecturers, students, administration in the university to improve the learning activities. In addition, the paper invites reflection on the design and implementation of researchers from academic developers, education practitioners and researchers in similar contexts.

Online teaching in an Indonesian higher education institution: Student’s perspective

“…Payne [40] and Kohn [41] argued that good relationship between lecturers and students is of important to build up the classroom atmosphere psychologically. Despite the requirement for lecturers to preserve a certain control over students to achieve educational effectiveness, students would feel more comfortable and excited about their learning if the lecturers are enthusiastic in teaching, friendly and responsive [42].…”