[Reprint] Responses to Learning Management System: A Case Study in Higher Education in Vietnam

Tin T. Dang; Margaret Robertson

Authors

Tin T. Dang La Trobe University https://orcid.org/0000-0002-0371-4530
Margaret Robertson La Trobe University

Keywords:

LMS, interactive web-based technology, engagement, Vietnamese EFL

Abstract

This paper is to address the responses of Vietnamese undergraduate students and three teachers of English to the integration of a Moodle site during a language skill course. It particularly examines the teachers’ perceptions of this interactive web-based technology and their actual usages during the course as well as the students’ participation in this online environment. Qualitative data from the teachers’ reflections indicated three factor groups that significantly contributed to their attitudes toward and employment of ICT, namely personal, institutional, and social. In addition, students presented the three patterns of online participation, namely task-oriented, content-oriented, and community-oriented. These reflected a transition in both teachers’ practices and students’ learning expectations and behaviors. The paper finally concludes with a number of pedagogical suggestions for the process of integrating technology in education in the local context to engage students in the online learning processes with more personalized learning environments.

Author Biographies

Tin T. Dang, La Trobe University

Tin T. Dang is an ESL teacher/lecturer in Vietnam. After returning from the University of Queensland in mid-2005, he started to work as an academic manager in SEAMEO Regional Training Center and was involved in different projects and initiatives regarding ICT in education. He is currently working towards his PhD at La Trobe University. His research interests include learner autonomy and CALL.
Margaret Robertson, La Trobe University

Margaret Robertson is a professor in education at La Trobe University. She is widely published in books and journals, with extensive international expertise in teaching and research project management. Her career-long interests in quality learning environments are linked with an enduring passion for geographical and sustainable education and knowing more about visual and spatial literacies.

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