Articles

With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.

Virtual reality technology (VR) was growing strongly and applied in education in general and special education in particular. Many studies have shown the benefits of using virtual reality in the education of children with disabilities. By using experimental methods and case studies, the article presents in detail how to conduct as well as the results of 09 experimental sessions for 02 students with Attention Deficit – Hyperactivity Disorder (ADHD) in Hanoi. Experimental results show that both children showed improvement in concentration at the end of the sessions, but 09 training sessions are too short because each session lasts for only 7-20 minutes; therefore, it is not enough to conclude the progress for 02 children with ADHD. Hence, this study proposes that a longer experimental period is needed in combination with educational therapies for children with ADHD. Additionally, VRapeutic software also needs to be further improved in both quality and price adjustment in order to match with the Vietnamese context.

This study explored the experiences of 13 core teachers of Enhancing Teacher Education Program when supporting their peers to fulfill online learning courses via the learning management system. It used a qualitative and interpretive methodological approach through semi-structured interviews to investigate the forms and factors affecting peer support in online learning. Research findings showed two forms of peer support via online and offline modalities. Exploring enabling factors for peer support in online learning is a great support of local administrative agencies and school leaders, core teachers’ personal experiences and reputations. However, core teachers identified a number of challenges including the limited digital skills and low learning motivation of recipients, core teachers’ heavy workload, and unreasonable compensation. These research findings contribute to the knowledge of teacher professional development and put forward recommendations to improve the online training courses and the work of core teachers in Vietnam.

The study explores students' perceptions of the effectiveness of PowerPoint used by their tutors for teaching and learning at a teacher education college in Bhutan. The study adopts the theory of social constructivism as the foundation for inquiry, employing an embedded mixed method design. A total of 250 students from all academic programs responded to the survey questionnaire. To gather qualitative data, four focus group discussions were conducted, with each group consisting of seven participants, selected through purposive sampling. The key findings indicate that PowerPoint is perceived as an effective teaching and learning tool when it is pedagogically wellconstructed, incorporating interactive student activities and group discussions. The study highlights the need for further enhancement and refinement of tutors' capacity in terms of PowerPoint design, creativity, and the use of interactive tools and features. The findings also underscore the importance of establishing a formal student feedback system to evaluate tutors' PowerPoint design, use of physical ambience, and teaching pedagogy for effective teaching and learning. The study recommends enhancing tutors' knowledge and skills in PowerPoint through professional development programs, as well as advocating for further research in this field.