![]() ![]() Implications for teachers and researchers are provided in the light of these findings.Vietnam, a nation in Southeast Asia on the eastern edge of the Indochinese peninsula, had been under French colonial rule since the 19th century.ĭuring World War II, Japanese forces invaded Vietnam. MOOCs are also seen by the students not only as a significant ‘add-on’ to the curriculum but also as a platform in promoting learner autonomy despite some technological limitations and attitudinal issues. Research data from students’ reflections, survey, and focus group discussions reveal that MOOCs are viewed by students as an innovative, dynamic, and practical way of facilitating learning and enriching subject matter knowledge in today’s digital era. Using Coursera (as the MOOC platform, the student participants took University of California Irvine’s MOOC on High-Impact Business Writing in conjunction with the face-to-face classes for a duration of five weeks. ![]() Research participants were 39 senior students in a private university in Manila, Philippines, who were enrolled in a Business Communication class during the first semester of the academic year 2015 – 2016. Anchored on TPACK (Koehler & Mishra, 2009) and Connectivism (Siemens, 2004), this study explored the pedagogical viability of integrating MOOCs into an English language classroom using the flex model of Horn and Staker’s (2014) Blended Learning Framework. Massive Open Online Courses (MOOCs) are (re)shaping, (re)configuring, and (re)defining the landscape of teaching and learning across the globe. In term of recommendation for further research, researchers should study the pre-service teachers’ satisfaction in learning management with game-based learning to improve the game-based learning steps. It is recommended that instructors who wish to implement the research results of this study should divide the learners into mixed-ability groups to enhance higher game-based learning effectively. The results found that English abilities of pre-service social studies teachers after using game-based learning in ASEAN studies was higher than before the experiment with a statistical significance level of. Data were analysed by using arithmetic mean, standard deviation and t-tests. The duration of the experiment was eight weeks. The research instruments consisted of game-based learning daily lesson plans, and an English abilities test. The samples were 30 pre-service social studies teachers. The experimental design of this study was a single group pretest-posttest model. Games can be beneficial for the students especially when they become less motivated and tired of serious discussions (Amrullah, 2015). Game-based learning can be used for both entertainment and language learning (Meyer, 2013). This research project was designed to answer: Does game-based learning affect the English abilities of pre-service social studies teachers? The objective was to compare English abilities of pre-service social studies teachers before and after using game-based learning in ASEAN studies. ![]() Hence, the researchers considered the need to improve the English language abilities of these students. ![]() Their abilities were at the Elementary and Intermediate level based on the Common European Framework of Reference for Languages. The findings enable regulators and decision makers to better understand the dynamics between stakeholders in accounting education to enhance accounting graduates’ competencies and outcomes.Īll pre-service social studies teachers in the College of Teacher Education have low standards of English language usage. This has come at the expense of reduced academic self-governance as lecturers have discretion in curriculum delivery at the individual course level, but little input into the decision-making at the school or university level and minimal participation in the curriculum development process. The findings from the interviews of key stakeholders suggest that accounting education in Vietnam is driven by reduced state control, growing institutional autonomy and increasing external guidance. This study aims to understand the impact of the education reform on the quality of university accounting education by investigating the involvement of different stakeholders in accounting education within one leading university in Vietnam. Prior research suggests that despite the mass development of higher education in Vietnam recently, the quality of higher education is declining. ![]()
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