







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 2, No. 4, 2021 
www.scholink.org/ojs/index.php/elsr 

Original Paper 

Challenges in Online Teaching Management  

in Vietnam Universities 
Thuy-Phuong Thi Pham1 

1 Trade Union University, Vietnam 

 

Received: September 28, 2021    Accepted: October 16, 2021   Online Published: October 28, 2021 

doi:10.22158/elsr.v2n4p20        URL: http://dx.doi.org/10.22158/elsr.v2n4p20 

 

Abstract 

In Vietnam today, online teaching is still in the development stage. There has not been a set of quality 

assurance standards for universities to organize online education. Universities that apply online 

teaching are mainly based on the ability to use information technology. The resources of each 

university are at a different level and limited while receiving no government investment. Furthermore, 

the implementation of online teaching requires a significant and methodical investment in technology 

infrastructure, training content, human resources, and implementation. Therefore, there is a need for 

online teaching management solutions in universities. 

Keywords 

online teaching, management, university, Vietnam  

 

1. Introduction 

In the last two decades, the application of information and communication technology in teaching and 

learning has become more popular, leading to the significant development of educational teaching 

activities (Kahiigi, Ekenberg, Danielson, & Hansson, 2007). A series of online learning courses and 

many different forms of e-learning have appeared. They are constantly increasing in number, aiming to 

the convenience of knowledge transfer and meeting the students’ individual learning needs. The variety 

of online tools, social networks, online spaces, and online activities also provide many research and 

learning opportunities for career development and become an indispensable part of modern life 

(Jacobsen, 2017). 

Online courses are built with many different uses, such as teaching, short-term teaching programs, 

specialized teaching, and skill teaching, which has brought many practical benefits to individual and 

community learning. Besides, these online courses also have many limitations of online teaching types. 

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www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 2, No. 4, 2021 

So in the development trend of open and distance education, the development trend of information 

technology and online training across the world and in Vietnam, universities’ resources investment is 

still limited. To promote the development of information technology and higher education to meet the 

needs of regular learning in society, improve the quality of human resource training, then the online 

teaching management in Vietnamese universities needs appropriate solutions. 

 

2. Online Training Management Solution 

2.1 Managing the Development of Diverse Online Training Materials, Ensuring Professional and 

Technical Quality 

Improve the learning materials quality in terms of content, richness, and quality, which are regularly 

upgraded and updated to suit the labor market’s needs, ensuring the requirement for prescribed 

teaching content.  

Improving the quality of knowledge transmission methods, the accessibility of learners can use 

e-learning materials conveniently and quickly on computers and devices, convenient for self-study at 

all times everywhere.  

Improve the quality and effectiveness of training, and help learners access good learning content with a 

convenient way of learning; help units and businesses use human resources to get the right human 

resources to meet the requirements.  

Based on built-in learning materials, schools need to focus on managing the design and implementation 

of content development to manage online teaching materials. As well as manage the work of appraisal 

and approval; manage the exploitation and operation of the learning materials system; manage the 

periodic and regular review, correction, and update of e-learning materials of all subjects. The 

management and development of learning materials content play an important role in developing a way 

that is suitable with the labor market’s requirements and meets the needs of learners. Furthermore, 

universities need to organize a system of online open courses to provide supplementary knowledge and 

references for students-which is currently the trend of many universities worldwide, at the school and 

national levels. 

To organize a system of online open courses to provide supplementary and reference knowledge for 

students, each university needs to build a system of storing lectures, electronic learning materials, free 

online sharing for interested students. This sharing helps students look up more learning resources and 

contribute to the innovation of better learning resources. Access to the learning resources is for ongoing 

students and other training systems such as full-time students and part-time working. Universities in 

many developed countries use the online open courses system - the MOOCs system (Massive open 

online courses) (Tran Thi Lan Thu, 2018).  

To organize the implementation, the school needs to form a group/team to develop e-learning materials, 

including capable and qualified staff and lecturers to perform the task. Furthermore, the school needs to 

issue a process to develop the online learning materials. Participating in the developing process are five 
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www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 2, No. 4, 2021 

groups: specialized lecturers, content design experts; technical experts in content development and 

studio engineering; general management staff. Furthermore, it is needed to develop guidelines for the 

construction and updating of e-learning materials in schools and organize the training course for 

groups/teams to develop e-learning materials on new processes and supplement knowledge and skills to 

perform each specific activity. Besides, it is necessary to issue or update new e-learning materials 

standards as a basis for developing the e-learning resources and for evaluation and acceptance before 

deciding to put the resources into use (Beatrice Ghirardini, 2011). 

The school needs to directly implement the development of online teaching content according to the 

issued plan and procedure and adhere to the set standards. The school also needs to organize and 

supervise the implementation in each phase to ensure the requirements and strategies set out, ensure 

close coordination between the group/team members developing the learning content, ensure the 

supervision, and evaluate the content at every stage of the process. The finished materials are then 

approved by the School’s Evaluation and Acceptance Council, from which the school makes an official 

decision to use e-learning materials in teaching (Curran, 2004). 

2.2 Building a Team of Lecturers to Meet Teaching Requirements in an Online Training Environment 

Building and developing the teaching staff sufficient in both quality and quantity, meeting the 

requirements and qualifications of their specialties, methods, and teaching skills in the online teaching 

environment can improve the quality of online teaching to meet the needs of the students and society. 

Identify the need for a teaching staff that meets the size and training requirements. 

Make a plan to recruit lecturers based on needs and survey the current number, structure, and capacity. 

We organize teaching, fostering, training, recruiting new lecturers to meet the requirements for quality 

teaching activities. 

Manage and supervise the performance of the lecturers’ teaching. Periodically evaluate lecturers, 

survey, and collect students’ opinions about lecturers. 

With this solution, the way to organize the implementation is as follows: 

First, based on the school’s training scale, the number of training disciplines, modules/subjects to 

determine the demand for teaching staff. Second, based on current lecturers, it is necessary to review 

and survey the teaching staff regarding structure, number, and capability (expertise and methods, online 

teaching skills) to plan new training or recruitment plans (Brandon, Ed., 2007). 

We organize teaching, fostering, training, recruiting new lecturers to meet the requirements for quality 

teaching activities. 

The school trains, fosters, trains, and recruit lecturers who meet the requirements of knowledge, skills, 

and pedagogical skills related to professional qualifications, teaching methods for self-learners, and 

online teaching methods, updating new knowledge about teaching methods - interacting with learners 

on e-learning technology, and applying new media in teaching (Curran, 2004). 

Manage and supervise the performance of the lecturers’ teaching. Periodically evaluate lecturers, 

survey, and collect students’ opinions about lecturers. 
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www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 2, No. 4, 2021 

2.3 Manage the Teaching-learning Activities Excellently and Effectively  

Motivate students to participate in the self-study process, research the learning materials, and interact 

with the lecturers and other students. 

Create conditions for lecturers to actively improve their teaching role in an innovative and creative 

online environment to motivate the students to learn. As a result, it enhances the quality and 

effectiveness of teaching and learning. 

To implement a solution to strengthen the management of the training process and support learners to 

improve the e-learning quality, the school need to organize the following: 

Manage the teaching-learning activities and interactions effectively in the online environment. 

Create a mechanism to promote and control the interaction between lecturers and students to improve 

teaching and learning efficiency (Hao, 2010). 

 

3. Conclusion 

The solutions have partly met the basic requirements of online training in universities, in line with the 

situation and conditions of universities and the development orientation of the country.  

The solutions ensure the requirements and regulations of training and ensure the teaching goals in 

general and online training in particular. The purpose of the training is to improve the quality, meet the 

requirements of the school and society, and be suitable for the socio-economic development situation 

of Vietnam. 

 

References 

Kahiigi, E. K., Ekenberg, L., Danielson, M., & Hansson, H. (2007). Exploring the e-learning state of 

the art, ECEL 2007. 6th European Conference on e-learning, 6(2), 349-358. 

Jacobsen, D. Y. (2017). Dropping Out or Dropping In? A Connectivist Approach to Understanding 

Participants’ Strategies in an e-Learning MOOC Pilot. Technology, Knowledge and Learning, 

24(1), 1-21. https://doi.org/10.1007/s10758-017-9298-z 

Tran Thi Lan Thu. (2018). MOOCs-a solution to support lifelong learning in the education trend 4.0. 

Scientific Journal, No. 40, February 2018.  

Beatrice, G. (2011). E-learning methodologies: A guide for - designing and developing e-learning 

courses. Food and Agriculture Organization of the United Nations. 

Curran, C. (2004). Strategies for E-Learning in Universities (pp. 205-217). Center for Studies in 

Higher Education, UC Berkeley. Retrieved from http://escholarship.org/uc/item/78280303\  

Brandon, B. (Ed.). (2007). The e-learning Guild’s Handbook of e-learning Strategy. The eLearning 

Guild, Santa Rosa, CA. 

Hao, S. (2010). Developing E-learning Materials for software development course. International 

Journal of Managing Information Technology (IJMIT), 2(2), 15-21. 

https://doi.org/10.5121/ijmit.2010.2202  
23 

Published by SCHOLINK INC. 

https://doi.org/10.1007/s10758-017-9298-z
http://escholarship.org/uc/item/78280303/
https://doi.org/10.5121/ijmit.2010.2202

	Original Paper
	2. Online Training Management Solution
	2.1 Managing the Development of Diverse Online Training Materials, Ensuring Professional and Technical Quality
	2.2 Building a Team of Lecturers to Meet Teaching Requirements in an Online Training Environment
	2.3 Manage the Teaching-learning Activities Excellently and Effectively

	References

