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EDUCATION MANAGEMENT ACADEMY

-

˜˜˜ -BUI THI LU

THE MANAGEMENT OF ONLINE TEACHING AND

LEARNING AT UNIVERSITIES

IN THE CURRENT CONTEXT

Major: Educational Management

Code: 9140114

SUMMARY OF DOCTORAL DISCUSSION

OF EDUCATIONAL MANAGEMENT

HÀ NỘI - 2025

EDUCATION MANAGEMENT ACADEMY

Science instructors: 1 Assoc.Prof Dr Nguyen Thi Tinh

2 Assoc.Prof Dr Nguyen Thanh Vinh

Review 1:

Review 2:

Review 3:

This thesis will be defended before the Academy’s Committee

at National Academy of Education Management

Time date month year 202

The dissertation can be found at:

- National Library of Vietnam

- Library Management Information Center

1 Rationale for choosing the topic

In the era of digitalization and rapid technological development, online education hasbecome an indispensable part of higher education system worldwide and in Vietnam.Online teaching and learning (OTL) helps expand the learning space, creatingopportunities to accumulate credits and achieve degrees flexibly However, this form ofteaching and learning also poses many specific challenges, especially in three importantareas: teaching and learning technology, electronic learning materials and lecturers OTLnot only allows lecturers to update new content regularly but also facilitates the controland evaluation of students' learning outcomes through self-assessment and feedbacksystems In addition, it also helps to eliminate the gap between lecturers and students,increasing student’s interest and learning efficiency

In the context of the Fourth industrial revolution, innovation in teaching objectives,content and methods is necessary to develop digital competency and self-studycompetency of students However, since 2020 and 2021, OTL activities have beensimultaneously implemented in Vietnamese universities to present, initially ensuringstudents' learning not to be interrupted during the Covid-19 pandemic and creatingopportunities for remote learning to accumulate academic credits However, in theimplementation process, there are still some shortcomings in online lectures; learningmaterials for online learning, interactions between lecturers and students, etc The primaryreason for these shortcomings lies in the fact that current OTL management solutions inuniversities have not kept pace with the changes in OTL, the IT competency ofadministrators and lecturers is still limited, leading to deficiencies in managing thedevelopment of online textbooks, lectures and learning materials; Measures to organizeOTL and evaluate online learning outcomes of students have not adequately adapted toadvancements in OTL technology and the use of artificial intelligence AI in OTL and itsmanagement; universities have struggle with organizing and directing OTL due to a lack

of guiding documents, an absence of legal frameworks for assessing OTL outcome anddeveloping digital-based teaching and learning environment; IT infrastructure andconditions for OTL of universities remains inadequate, etc For these reasons, the author

chose the topic: "The management of OTL at universities in the current context"

2 The purposes of study

On the basis of investigating theoretical issues and current situation of OTL and OTLmanagement in universities, the thesis proposes a set of solutions for managing OTL inuniversities to address learners' needs, enhance the quality of OTL in particular and thequality of training in general, contributing to advancing digital transformation in training

in universities in the current context

3 Object and subject of the study

Object of the study: OTL at universities in the current context

Subject of the study: Management of OTL at universities in the current context

4 Tasks of the study

Research on theoretical basis of managing OTL at universities in the current contextResearch and evaluate the current status of managing OTL at universities in thecurrent context

Proposing solutions for managing OTL at universities in the current context, testingand experimenting some solutions to demonstrate the necessity and feasibility of thesolutions.

What solutions can be proposed to address these shortcomings in managing OTLactivities at universities in the current context, thereby enhancing teaching quality to meetthe demands of digital transformation in contemporary education?

6 Scientific hypothesis

The management of OTL at universities covers managing the development ofteaching plans, organizing the implementation of OTL, evaluating online learningoutcomes and ensuring conditions for organizing OTL In the current context, while OTLhas been implemented at universities, significant shortcomings remains in its management,for instance the management of developing online lectures and learning materials;organizing OTL and evaluating learning outcomes as well as OTL conditions, etc., all ofwhich are still limited This study proposes solutions to address these shortcomings inOTL and its management at universities in the current context These solutions aims toenhance the quality of OTL in particular and the quality of training in general, therebymeeting the demands of digital transformation in higher education today

7 The scope of the study and research methods

7.1 The scope of study

7.1.1 The scope of the study on the content

The study investigates management practice in universities, emphasizing onundergraduate training with the role of the university rectors and administrators as themanagement subjects The scope of management content is implemented according toCircular 30/2023 of the Ministry of Education and Training on "Regulations on theapplication of information technology in OTL for higher education"

7.1.2 The scope of survey objects: Surveying management staff, lecturers and students of

9 universities nationwide

7.1.3 Survey time scope: Statistics data from 2022 to 2024.

7.2 Research methodology: Approach on managing the process of lecturers' operations in

OTL; system approach; practical approach; competency-based approach; digital educationapproach, management function approach

7.3 Research method: Theoretical research methods; Practical research methods ;

Supplementary methods

8 Contributions of the thesis

Establishing the theoretical framework for OTL and its management at universities

in the current context, analyzing factors influencing OTL management at universities,enabling lecturers and university administrators to identify and implement in OTLpractice, innovating OTL management to improve teaching quality and ensure trainingquality

Provide a comprehensive overview of the current situation of OTL and itsmanagement at universities in the current context

Proposing a framework of teaching and learning competencies for lecturers andsolutions for managing OTL at universities in the current context

9 The defense points

The context of the 4.0 revolution and international integration necessitates the promotion

of digital transformation in university education and particularly in OTL University rectors need

to implement synchronously management activities, including the development of onlineteaching plans, the design of online lectures, the organization of teaching and learning; theevaluation of learning outcomes, and the provision of conditions to improve the effectiveness ofOTL at universities

The management of OTL activities at universities in the current context has beenimplemented, but there are still limitations in all stages of the OTL management process,including designing lectures, OTL materials, organizing OTL, testing and evaluatinglearning outcomes of students, and conditions for implementing OTL The underlyingcauses of these challenges stem from limitations in the competencies of lecturers,administrators, the technology platform, facilities, and finances of the universities, as well

as the limited existing legal policy frameworks

The solutions proposed in this thesis aim to meet the needs of learners and programlearning outcomes (PLO), thereby contributing to the improvement of OTL quality

MANAGEMENT AT UNIVERSITY IN THE CURRENT CONTEXT

1.1 Literature review

Research on OTL and OTL management in Vietnam and globally has been focused

on several key directions: OTL theory, the development of online learning managementsystem, the importance of OTL management; the conditions necessary for OTL; solutionsfor successful OTL management, the role of OTL management as a component of digitaltransformation in higher education and its associated requirements

However, there has been no specific research on the management of OTL atuniversities that are tailored to the undergraduate training system, operating under themechanism of no more than 30% of the training program delivered online and approachedthrough the working process of lecturers in OTL at universities in the context of digital

transformation in higher education Therefore, the research topic on "Management of OTL

at universities in the current context " addresses a critical and urgent practical need today.

This thesis builds on the achievements and findings of previous studies to examine themanagement of OTL at universities currently being implemented in parallel with face-to-

face teaching, in accordance with Circular 30/2023 issued by the Ministry of Educationand Training and the teaching activities of lecturers, the conditions required forimplementing OTL at universities to implement the training program towards obtaining itsPLOs and course learning outcome (CLOs).

The key issues addressed in this thesis include:

- Establishing the procedures and conditions necessary for conducting OTL atuniversities in the current context

- Determining the components of OTL management based on the established OTLprocess in the current context and manage the conditions for effective OTL

- Identifying shortcomings of OTL and OTL management at universities in thecurrent context, and analyzing their root causes

- Proposing a framework of OTL competencies and management solutions for OTL

at universities to support to the successful implementation of digital transformation inhigher education, enhancing competitiveness in university training, creating a learningenvironment for students, enabling them to learn anywhere, anytime

By addressing these key issues, this thesis seeks to provide a clearer understanding

of the management of OTL management at universities within the current context

1.2 Key concepts

1.2.1 Online teaching and learning

OTL is a teaching process conducted on a digital platform with the support of IT andteaching software performed by lecturers and students, in which lecturers act as organizersand instructors, while students act as learner who are proactive, self-aware, and activelyinteracting with lecturers, electronic learning materials, and their peers in a digital learningenvironment The goal is to fulfill the objectives and requirements of the assigned learningtasks, thereby cultivating qualities and competencies aligned with the objective andrequirements of the PLO

1.2.2 The management of teaching and learning activities

The managemnt of teaching and learning activities is the process of purposeful,planned, and lawful interventions by the school management entity in the teaching andlearning process as well as the associated stakeholders within the institution to organize,guide, and support learners to effectively achieve teaching and learning objectives, developqualities and competencies required by the PLOs

1.2.3 The management of OTL at universities

Managing OTL at universities is a process of purposeful, planned, and lawfulimpact of the school management entity on the working process of lecturers and students,along with related forces in online learning at universities, to organize, guide, and supportstudents to effectively implement teaching and learning objectives, develop qualities andcapacities to meet the requirements of the proposed teaching program based on a digitalplatform and the support of information technology and teaching software

The management of OTL involves purposeful, planned, and lawful interventions bythe school management entity in the profesisonal activities of lecturers, students, andrelated stakeholders in OTL at universities, aiming at organizing, guiding, and supportingstudents to effectively achieve the teaching and learning objectives required by PLO.These activities are conducted on digital platforms with the support of informationtechnology and teaching and learning software

1.3 Current context and requirements for OTL at universities

1.3.1 Current context and its impact on online teaching in universities

In the context of rapid advancements in the scientific and technological revolution,the government has introduced numerous policies to guide the development of OTL inhigher education The knowledge economy and international integration drive the need forinnovation in higher education, emphasizing skill and competency development throughonline learning The widespread digital transformation across all sectors and the push foreducational innovation aimed at developing learners' capacities have altered teaching andlearning methods, promoting OTL to meet the demands of lifelong learning and toenhance international competitiveness

1.3.2 Requirements for OTL at universities

Digital learning has become a critical requirement for implementing the NationalDigital Transformation Program and Project 131/QD-TTg issued by the Government.Universities must digitize academic documents, establish digital teaching and learningplatforms, and raise awareness of digital transformation while prioritizing digital learning Toachieve effective implementation, both lecturers and administrators need to develop digitalcompetencies and OTL skills

1.3.3 Requirements for OTL at universities

Developing OTL is an essential requirement in digital transformation in Vietnameseuniversities , requiring comprehensive management from learning materials, teachingorganization, evaluation of results to implementation conditions Management staff need

to monitor, update, evaluate learning materials and build a team of lecturers and staff withonline learning capacity In addition, schools need to have clear regulations on inspection,evaluation and ensuring a secure information technology infrastructure for online learning

The development of online learning is an essential requirement of the digitaltransformation at Vietnamese universities, requiring a comprehensive managementapproach covering teaching and learning materials, organizing teaching and learningactivities, evaluating outcomes, and ensuring favorable implementation conditions.Administrators must monitor, update, and evaluate teaching and learning materials whiledeveloping OTL competencies for university lecturers and support staff Additionally,universities must establish clear regulations for testing and assessment, ensuring secureinformation technology infrastructure for OTL

1.4 Online teaching and learning models at universities in the current context

The thesis introduces 6 models and approaches to online learning according to the

6th model - TPAC functional model (implementation conditions model) - implementingonline learning in permissible conditions with content and online platforms with organizedteaching by lecturers, management and support of administrators and academic advisors,and support and advice from staff The elements that need to be considered in onlinelearning are lecturers, students and technology platforms, online learning conditions; thegoal of online learning is to develop learners' qualities and abilities; Teaching contentbelongs to the training program within the limits of the Ministry of Education andTraining's regulations on online learning; activities to support students in online learning;policies on online learning

The thesis introduces six models and approaches to OTL, focusing on the sixth model

- the TPAC functional model (implementation conditions model) This model emphasizesthe implementation of OTL under permissible conditions, leveraging appropriate content

and online platforms that allow teaching and learning activities, administratorial oversightand support from university administrators and academic advisors, and technicalassistance from staff Key elements to consider in OTL include lecturers, students,technology platforms, and OTL conditions The goal of OTL is to foster the development

of learners' qualities and competencies The teaching and learning content in the trainingprogram must comply with the Ministry of Education and Training's regulations on OTL;student support activities on online learning, and OTL policies

1.5 Online teaching activities at universities in the current context

1.5.1 Characteristics of online teaching in the current context

Teaching and learning activities take place on the Internet ; Create opportunities forstudents to study anytime , anywhere and accumulate certificates conveniently ; In onlineteaching activities, there is interaction and cooperation between lecturers and students and studentswith students ; Save costs and time; Promote students' initiative in choosing study programs

; The results of online teaching depend on network connection and the support of onlineteaching facilities and equipment as well as the initiative and discipline of students ;Online teaching activities are carried out according to a defined process

OTL activities are conducted over the Internet; Providing opportunities for students

to study anytime, anywhere, and conveniently accumulate certificates; Facilitatinginteraction and collaboration between lecturers and students, as well as among studentsthemselves; Saving costs and time; Promoting students' autonomy in selecting studyprograms; The effectiveness of OTL depends on factors such as network connectivity, theavailability of teaching facilities and equipment, and students' self-discipline and initiative.OTL are carried out through a defined process

1.5.2 Objectives of online teaching and learning at universities

According to Circular 30 (2023) TT-BGDDT, the objectives of OTL are to ensurealignment with the training program's learning outcomes and contents, meet the nationalcompetency framework These objectives are specified to the knowledge and skillsobjectives for each course

1.5.3 Content of online teaching and learning at universities

The content of online learning is derived from the training program and must beapproved by the university rector It includes digital teaching and learning materials andinteractive question systems designed to create a dynamic learning environment, stimulateactive learning, and promote interaction

1.5.4 Online teaching and learning process at university in the current context

1.5.4.1 Develop online teaching and learning plans, lectures and learning materials

Developing an OTL plan involves analyzing the specific context and conditions ofthe institution, faculty, and department; identifying objectives and target learners;determining the registration process; and preparing resources for OTL Online lectures aredelivered by lecturers using digital technology and the Internet Designing high-qualityonline lectures requires identifying objectives and key knowledge points, selectingappropriate materials, creating pedagogical scenarios, utilizing support tools, andconducting testing before finalizing the lecture Online teaching materials include digitaldocuments and software stored on electronic devices These materials must align withlecture content, adhere to scientific and aesthetic standards, and reflect cultural and ethicalappropriateness

1.5.4.2 Organizing online teaching and learning at universities in the current context

Basically, when organizing OTL, it is necessary to carry out the followingcontents: [58] Build an online classroom, provide accounts and guide students to log in,how to study and interact, and download documents in the online classroom; Lecturerstransfer learning materials to the online classroom to ensure that students access learningmaterials in the correct progress; Lecture content closely follows the detailed outline andapproved teaching plan Lecturers need to summarize the content before and after eachlesson ; Lecturers base on the objectives, teaching content and learners to choose to useteaching methods; Lecturers need to promote students' active learning on a digital platform

to help students study effectively ; Create conditions for students and lecturers to interact viadevices and applications Interaction helps adjust content, progress and strengthen theconnection between lecturers and students Lecturers coordinate with CVHT and technicalstaff to effectively monitor and support students on digital platforms

Effective organization of OTL includes creating virtual classrooms, providing studentswith accounts, guiding them on login procedures, and ensuring access to learning materials.Lecturers transfer learning materials to the online classroom to ensure that students accesslearning materials in the tentative progress; Lecture content closely follows the coursesyllabus and approved teaching and learning plan Lecturers must summarize learningcontent before and after each lesson Teaching methods should be chosen based on theobjectives, content, and learners Lecturers are encouraged to promote active learning ondigital platforms to enhance student engagement and effectiveness Interaction betweenstudents and lecturers should be facilitated to adjust content and strengthen relationships.Lecturers should collaborate with academic advisors and technical staff to monitor andsupport students effectively on digital platforms

1.5.4.3 Assessing online learning outcomes in universities in the current context

Student assessment involves evaluating cognitive abilities and practical skills based oncourse syllabus and teaching and learning plan Lecturers should determine assessment criteria andcontents content according to course objectives and course learning outcomes (CLO), conductformative and summative assessments, and develop specific assessment rubrics

Assessment methods include multiple-choice tests, essay questions, and researchprojects Student’s self-assessment and peer-assessment should also be encouraged.Technology should be used to detect plagiarism and cheating in tests

Assessment results should inform improvements in OTL plans and enhanceteaching effectiveness

1.5.5 Conditions for online teaching and learning at universities in the current context

1.5.5.1 Competence of lecturers and staff supporting online teaching and learning

To conduct OTL, lecturers need to ensure the quantity and professionalrequirements At the same time, lecturers must demonstrate proficiency in using digitaltechnology devices, have the ability to use digital resources; have the ability to developlecture content and OTL materials; have the ability to organize OTL on a digital platform;have the ability to evaluate students' learning outcomes and use them to develop the OTLprocess on a digital platform; have the ability to develop an OTL environment that educateand develop students' digital competencies

Administrators must possess knowledge of digital transformation, to ensure effectiveimplementation of OTL, master relevant regulations, and identify OTL softwares; Technical

staff should be skilled in managing IT systems, manage and support OTL, and coordinate withlecturers in designing e-learning materials.

1.5.5.2 Conditions on technological infrastructure, facilities, equipment and management and environmental factors

i Conditions on technological infrastructure and facilities, equipment

OTL technology infrastructure includes information portal, server system, networkconnection, learning and content management software, digital library system

ii Factors of management and online teaching and learning environment

It is essential to maintain a stable and secure management system and an effectivelearning forum A system of regulations and guidelines needs to create a legal frameworkfor OTL

In order to implement OTL, it is required to have a legal documents of governingbodies allowing OTL and a system of guiding documents from the university on OTL inthe institution, from designing online learning materials to organizing teaching andlearning, and evaluating students' learning outcomes and necessary conditions to serveonline learning

1 6 Management of online teaching and learning at universities in the current context

1.6.1 Decentralization of the management of online teaching and learning at universities

1.6.2 Components of online teaching and learning management at universities in the current context

1.6.2.1 Management of planning and designing lectures and online teaching materials at universities

Including: Managing of developing online teaching plans of faculties, professionalgroups and lecturers; Managing of designing lectures and OTL materials of lecturers atuniversities

1.6.2.2 Management of organizing online teaching activities at universities

Including the following contents: Managing of OTL discipline; Managing theimplementation of OTL program’s objectives and contents; Managing OTL activities oflecturers and students; Managing activities to develop online learning environment;Managing formative testing and evaluation, and summative evaluating students’ onlinelearning outcomes

1.6.2.3 Management of online testing and assessment of student learning outcomes at universities

Testing and evaluation are important factors in OTL, helping to compare students'level with training objectives and adjust the teaching and learning process Administratorsneed to innovate testing and evaluation methods, organize training for lecturers on onlinetesting tools and techniques Rectors need to direct specialized departments to build asystem of questions, conduct regular assessments and use the results to improve the quality

of online teaching

Testing and evaluation play a critical role in OTL, as they facilitate the comparison

of students' performance against training objectives and provide insights for adjusting theteaching and learning process Administrators must innovate testing and evaluationmethods and organize training programs for lecturers on the use of online testing tools andtechniques University rectors should guide faculties to develop comprehensive questionbanks, conduct regular evaluation, and utilize the results to improve the quality of OTL

1.6.3 Assessment of online teaching and learning results at universities and improvements

The university rector must oversee the evaluation of various aspects of OTL,including the planning of OTL, the quality of lectures and online learning materials, theorganization of OTL, the online learning environment, and the processes for testing andevaluating online learning outcomes; Encouraging and enhancing the quality of OTL.Evaluation criteria include the quality of learning materials, lecture interface, theintegration of electronic learning materials with other forms of learning, teaching andlearning methods, and students' self-assessment ability Evaluations should be conductedwith accuracy, objectivity, fairness, and transparency, based on a standardized system,along with providing guidance for lecturers to make necessary adjustments

1.6.4 Management of online teaching and learning conditions at universities

1.6.4.1 Ensuring the online teaching and learning competencies of universities lecturers and administrators

Universities must enhance the competencies of lecturers and administrators,particularly in specialized skills and information technology (IT) Institutions shouldestablish a competency framework for OTL, assess the current capabilities of their staff,create training plans to address skill gaps, implement training initiatives such as providingmaterials, conducting workshops, and offering direct support Regular assessments of OTLquality and challenges faced by lecturers should be conducted, with data being recorded tofacilitate support and select suitable lecturers for online teaching

1.6.4.2 Ensuring standardized online teaching and learning materials system

Universities should ensure that OTL materials meet established standards bydeveloping a framework for online content quality Academic faculties will implement thesestandards for individual courses, based on institutional guidelines and the specificcharacteristics of each discipline The standards for online learning materials must alignwith the content and training objectives, incorporate sound pedagogical principles, be user-friendly, and support students' self-directed learning needs

1.6.4.3 Ensuring information technology infrastructure

In OTL, IT infrastructure such as internet, server, software plays an important role

in maintaining teaching and learning quality and schedules Universities must manage ITinfrastructure by maintaining equipment, updating technologies, developing a professionalmanagement team, and conducting regular evaluations, maintenance, and upgrades to thesystem

1.6.4.4 Managing lecturer profiles, conditions for lecturers to participate in online teaching and learning at universities

The online teaching portfolio of lecturers should include detailed course syllabi,teaching and learning materials, approved electronic lectures, infographic resources,interactive questions, demonstration videos, practical exercises, multiple choice assessmentquestions, reference documents, discussion forums, and a learning progress log

1.6.4.5 Managing coordination between functional units in online teaching and learning

at universities

1.6.4.6 Activities to advise and support students in online learning

Establishing a team of academic advisors and technical staff in charge of supportingeach class group; Building regulations on operations, functions, tasks, and authority of theacademic advisor and technical team in supporting students; Building a process for

consulting and supporting students; Guiding students in performing operations in onlinelearning using text, videos, etc.; Building a communication channel for informationexchange, support, and interaction with students.

1.7 Factors influencing the management of online teaching and learning activities at universities

Including: Awareness and competencies of administrators, lecturers, employees,technicians; awareness, competencies and accessability of students; Informationtechnology platform of the university; Guiding documents and regulations on organizingonline learning

Chapter 1 Conclusion

OTL has become an inevitable trend in the context of international integration anddigital transformation, addressing the flexible learning needs of students It is conductedthrough technology platforms with internet connectivity, where lecturers play a centralrole, while emphasizing the students' activeness in achieving training objectives To ensureits effectiveness, OTL requires thorough preparation, including planning, developing oflearning materials, organizing teaching and learning, and evaluating of learning outcomes,along with support from technology platforms and the capacity of lecturers andadministrators OTL management at universities includes planning, designing instructionaldocuments, organizing teaching and learning, testing and evaluating learning outcome,along with managing conditions to ensure the quality of OTL This management processmust take into account both subjective and objective factors, fostering positive influenceswhile mitigating potential negative impacts

Chapter 2 THE CURRENT STATUS OF ONLINE TEACHING AND LEARNING

MANAGEMENT AT UNIVERSITIES IN THE CURRENT CONTEXT

2.1 Overview of survey area and organization of current survey

2.1.1 Overview of the survey area

The thesis outlies the current state of OTL and its management at universities inVietnam and offers a detailed account of the formation and operational process of OTL in

09 universities within the scope of the study

2.1.2 Organizing survey

The thesis has clarified the purpose of the survey, survey content, survey subjectsand survey samples, survey methods, survey tools; implementation methods

A total of 1,470 questionnaires were distributed, of which 1,412 were returned and

subsequently processed for data cleaning

Table 2.1 Quantitative survey sample size

No University lecturers and staff Number of

Number of students

Total

4 University of Economics and

Technology

No University lecturers and staff Number of

Number of students

Total

6 University of Education – University of

Danang

9 Ho Chi Minh City University of

Table 2.2 Average score range according to 5 rating scales Score range Interpretation

1.0 mean score1.80 Not implemented; poor; ineffective; completely ineffective

5.0 Very often; well; very effective; very influential

2.2 The status of online teaching and learning at universities in the current context 2.2.1 Current awareness of administrators and lecturers about online teaching and learning at universities in the current context

Some university staff and lecturers hold misconceptions regarding the necessity ofimplementing OTL in the current context

2.2.2 Current status of planning and designing lectures and online teaching materials

at universities in the current context

2.2.2.1 Current status of online teaching plan development

The content of the "Online teaching and learning plan" at universities within the survey

scope was rated quite well by university staff, lecturers and students with a fairly high averagescore

2.2.2.2 Current status of designing online teaching and learning lecture

Regarding OTL lecture design, research result shows that some contents have beenassessed as "regularly" implemented and implemented at the "effective" level, however,some contents have been assessed as being implemented at the "regular" and "relatively

effective" levels, which are the following aspects: "Online lectures integrate multimedia

including videos, images, graphics, animations, and sounds; Online lecture content is attractive, rich, and diverse; Create favorable environment for students to actively interact

and respond to lecture content; Create a forum for students to provide positive feedback on the content and format of lectures in OTL"

2.2.2.3 Current status of designing online teaching and learning materials

OTL materials system at universities was assessed as "relatively regular" and effective in some aspects such as: Electronic textbooks; Interactive question system between

lecturers and learners; References; Learning materials system suitable for university and learners' conditions; Learners can easily access the learning materials system through Internet-connected devices , etc However, the process of designing electronic learning

materials is still limited in some aspects: Multimedia lectures; Self-study guidance

documents; Learning materials system ensuring scientific and pedagogical quality; Learning materials content is continuously updated to meet practical knowledge requirements;

2.2.3 Current status of organizing online teaching and learning at universities in the current context

The evaluation results of organizing OTL at universities reveal that the highest-ratedaspects include "Online teaching activities implemented in accordance with programcontent" (mean score: 4.24), "Building online classes" (average score: 4.18), and "Guidingstudents on how to study online" (mean score: 4.02), all of which are rated at the "fair"level In contrast, aspects such as "Asynchronous interaction through forums" and

"Appropriate and flexible online teaching methods" received lower ratings, falling withinthe "average" level, with mean scores ranging from 3.28 to 3.37 A survey conductedamong 956 students shows similar trends, with student responses being slightly but notsignificantly lower than those of university lecturers and staff

After the Covid-19 pandemic, most universities in Vietnam have scaled back theironline teaching activities While in 2020, universities implemented 100% OTL to addresspandemic challenges, they are now maintaining OTL on a reduced scale, focusingprimarily on theoretical content

2.2.4 Current status of online teaching and learning assessment at universities in the current context

The survey results indicate that the activities of testing, evaluating, and assessing students'online learning outcomes at universities have been conducted by lecturers and institutions

in alignment with the training curriculum, academic year plans and semester plans.Processes such as result processing and feedback provision are carried out within theprescribed timelines, and information storage is implemented in various forms withensured confidentiality, supported by information technology However, universities havenot yet effectively facilitated opportunities for students to engage in self-assessment oftheir learning outcomes

2.2.5 Current status of conditions for online teaching and learning at universities in the current context

i Current status of competencies of lecturer, administrators and staff

The teaching staff demonstrates professionalism and enthusiasm; however, theirtechnological skills and online teaching competencies remain limited, particularly in areassuch as designing online lectures, developing online learning materials, and facilitatingonline interactions While the support staff is highly regarded for their technologicalexpertise, they fall short of meeting students' expectations in terms of enthusiasm and thesupport effectiveness These findings highlight the necessity of enhancing online teachingand learning competencies and improving the quality of support services within the digitallearning environment

ii Current status of information technology infrastructure, equipment andmanagement factors

Table 2.7 Assessment of satisfaction levels of IT infrastructure conditions, teaching and learning facilities and management factors at universities in the current context

No Assessment items

Level of responsiveness Universit

y lecturers and staff

Student s

1 The E-learning portal provides access to classroom and courseinformation. 4.07 3.77

2 Technology systems and teaching aids meet learning activitiesthat are continuously and smoothly connected. 3.16 2.69

3 Stable and secure learning management system… 3.92 3.66

4 Open digital library helps learners to search documentsconveniently 4.11 4.17

6 Clear regulations for lecturers, staff and students, stating the rightsand responsibilities of each group. 4.57 4.24

7 A comprehensive and transparent system of documentsregulating and guiding the implementation of OTL 4.40 4.28

The table indicates that university staff, lecturers, and students generally hold a highregard for OTL conditions, particularly the regulatory system, digital library, and traininginformation portal, which are predominantly rated as "good" or "fair." However, thetechnology system and learning forum receive lower evaluations, with students assigninglower average scores compared to staff and lecturers

The survey results regarding the responsiveness of lecturer and staff reveal that theteaching staff at the studied institutions meet high standards in terms of quantity, expertise,enthusiasm, dedication, and creativity Nonetheless, the levels of satisfaction with theirtechnological skills and teaching and learning competencies remain relatively low.Support staff demonstrate strong technological proficiency but are rated less favorably interms of student care and support

2.3 Current status of online teaching and learning management at universities in the current context

2.3.1 Current status of management of planning and designing lectures and online teaching and learning materials at universities

2.3.1.1 Developing online teaching and learning plan

Table 2.8 Opinions of university staff and lecturers on developing OTL plan

at universities in the current context