Articles

Assessment of The Role of Teaching Methods on Students’ Learning Motivation at Hanoi Capital University

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Learning motivation is one of the key factors influencing students’ academic performance and overall development in higher education. In the context of educational innovation toward competency-based learning, the selection and application of appropriate teaching methods play a significant role in enhancing students’ learning motivation. This study aims to evaluate the role of teaching methods in influencing the learning motivation of students at Hanoi Metropolitan University. A questionnaire survey was conducted with 365 students. The teaching methods examined included classroom discussions, learner-centered teaching, the provision of learning materials, the use of real-life situations, field trips, documentary films, and scientific articles. The collected data were analyzed using descriptive statistics, including frequencies and percentages. The findings indicate that students generally perceive teaching methods as having a positive impact on their learning motivation. Among the methods investigated, the use of scientific articles, the provision of learning materials, and field trips received higher levels of agreement than the other methods. Based on the research findings, several recommendations are proposed for lecturers, the university, and students to enhance the effectiveness of teaching method implementation, thereby strengthening learning motivation and improving the quality of higher education.

Several Teaching Methods Combined with the Support of AI Chatbot to Develop Self-Learning Competency for Students

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Developing competency and especially self-study competency for students is one of the requirements in the 2018 General Education Program. Developing self-study competency for students is an inevitable trend of all times. , because the educational process is essentially the process of transforming the object of education (student) from an object of education into a subject of self-education. Based on the identification of three concepts: Teaching method, AI Chatbot and self-learning competency, we summarize the teaching method to develop competency and AI Chatbot. Next, illustrate the development of self-study competency for students using three teaching methods: differentiated teaching, Exploratory learning and using experiments in teaching combined with the support of AI Chatbot and from there affirms that students truly develop self-study competency.

Teaching Process for Modules in the Information Technology Major for Higher Students According to the Competency Approach

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The first part of the article studies the concept of “competency” and approaches to competency, setting goals and output standards of the teaching process. The main part of the article focuses on analyzing the teaching process according to the competency approach, introducing the program content of the Information Technology knowledge block. The content of this program includes basic information technology, programming, operating systems, networks, databases, software, information security, artificial intelligence, web and mobile development, and management. projects, and cloud computing.

The teaching process according to the competency approach is described in detail, starting from determining learning goals and output standards, followed by learning and practice. Using AI Chatbot and Website is recommended as an effective means of learning. Special emphasis is placed on student support through AI Chatbot, helping students to be autonomous and confident in the learning process. Diverse exercises and practices are provided to develop students’ abilities.

Next is the testing and assessment step, emphasizing the importance of multi-dimensional assessment to ensure objectivity and fairness to test students’ knowledge and abilities. The last part of the article is to perfect the teaching process based on the competency approach in the Information Technology industry, with benefits such as the competency to personalize learning and develop learning competency for students.

Developing Self-Learning Competence for Students Based on Learning Theories Combined With the Support of AI Chatbot in Teaching

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To ensure the educational goals of the 21st century, creating a “learning society” and “lifelong learning,” the development of self-learning competence in the teaching process is crucial. Constructivism and Metacognition theories have shown that teachers need to create a learning environment that helps learners build and create knowledge for themselves based on thinking, exploration, and practice. This approach aids in the development of students’ self-learning competence. AI Chatbot serves as an effective tool in building a virtual assistant, a virtual practice medium that allows students to interact, inquire, and experience 24/7 from anywhere. With AI Chatbot, students will receive support according to their needs, desires, and self-awareness levels. Moreover, AI Chatbot provides a suitable environment for developing self-learning competence for students.

Teaching Design Process for Modules Belonging to the Specialized Knowledge Block of Information Technology for University Students According to the Competency Approach

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The article begins by summarizing the content of “Teaching through a Competency-based Approach”, analyzing the curriculum of specialized courses in Information Technology, emphasizing the crucial role of this field in various aspects of life and national development. The focus of the article is on the training objectives in the field of Information Technology, particularly the aim to educate bachelor’s degree holders with sufficient knowledge, skills, and political qualities to meet industry requirements. The article lists key Information Technology courses such as databases, computer networks, system analysis and design, programming, information security, artificial intelligence, and software development. Subsequently, the article describes important factors in the teaching process, including teaching tools and methods. This encompasses the necessity of using tools such as simulation software, instructional videos, and diverse teaching methods such as problem-based learning, project-based learning, and case study-based teaching. Finally, the article presents a detailed design process following the competency-based approach, from establishing training outcome standards, aligning objectives with standards, to identifying conditions and criteria for competency implementation in real-world professional settings. The article proposes a specific teaching plan for each specialized course, ensuring the integration of knowledge, skills, and attitudes, as well as the integrity of the teaching process. The article serves as a comprehensive guide on how to design teaching in the field of Information Technology using a competency-based approach. It highlights challenges and opportunities for improving the quality of education in this field in Vietnam.

The Information and Computer Technologies in Special and Inclusive Higher Education in Uzbekistan

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One of the leading trends in the process of informatization of higher education is the active introduction of new tools and teaching methods focused on the use of information technologies. Modern information technologies have a powerful educational potential, have a wide range of capabilities, allow the implementation of fundamentally new forms and methods of teaching, and intensify the educational process at all levels. Computer technologies act as a means of forming (organizing and managing) educational activities, setting and solving educational problems, and performing professional actions in the full range of their components. A computer can be considered as a specific means of modeling educational activities, which is capable of performing several fundamental functions–as a means of modeling the subject content of learning objects.

A Comprehensive Overview of Aphasia: Historical Evolution and Language Teaching Strategies for Educators

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This article aims to provide educators with a comprehensive understanding of aphasia, a complex language disorder caused by brain damage. It highlights the history of aphasia, from its early recognition to the pivotal milestones that have been achieved, and the impact of historical studies on modern neuroanatomy and neuropsychology. In addition to providing a historical overview, the article also presents effective language teaching strategies that can be used to enhance language fluency, articulation, and prosody in students with aphasia. These strategies include tailored approaches for specific aphasia subtypes, enabling educators to support students’ academic achievements and communication skills effectively.