Author’s Surname (Year of
Publication
Vu, C.-T. et al. (2020)
“Dataset of Vietnamese
teachers’ perspectives and
perceived support during
the COVID-19 pandemic,”
Le, V.T. et al. (2022) “The
interaction patterns of
pandemic-initiated online
teaching: How teachers
adapted,”
Le, D.-L., Giang*, T.-V. and
Ho, D.-K. (2021) “The impact
of the COVID-19 pandemic
on online learning in higher
education: A Vietnamese
case,”
Context (Industry or sector
covered by the research)
Context (Country covered by Sample size or Methodology Brief (2 Short sentences)
the research) used. review of key results
Vietnam Sample size: 10 teachers The results showed that
within the Department of most of the teachers
English deployed activities for two
Methodology: Qualitative, main types of interaction:
semi-interview via Zoom teacher-student, and
student-content, but not for
student-student interaction.
Vietnam Sample size: more than No information
2,500 randomly selected
Vietnamese teachers
Methodology: Quantitative,
surveys on Facebook from
6th to 11th April 2020
Vietnam Sample size: The COVID-19 pandemic has
- Students: 945/1600 a positive impact on the
agreed to developmental orientation
participate in the of online learning at the
interview Vietnamese higher
- Teachers: 150/200 education level. Even
agreed to though at the time of an
participate outbreak, opposition and
Methodology: Qualitative, dissatisfaction with online
interview learning occurred; but
through the three
outbreaks, together with
the efforts of lecturers and
students, online learning in

Vietnam Sample size: no information
included
Tri, N.M., Hoang, P.D. and Methodology: Combination
Dung, N.T. (2021) “Impact of of methods (historical and
the industrial revolution 4.0 logical methods, collation
on Higher Education in and comparison, analysis
Vietnam: Challenges and and synthesis, inductive
opportunities,” and interpretation,
statistical methods from
reference sources to
serves in research and
article presentation)
Vietnam has recorded
remarkable achievements.
Main findings the
industrial revolution 4.0
has actively contributed to
the cause of educating
people, fostering talents,
training human resources
for socio-economic
development.

References:

1. Vu, C.-T. et al. (2020) “Dataset of Vietnamese teachers’ perspectives and perceived support during the COVID-19 pandemic,” Data in Brief,
31, p. 105788. Available at: https://doi.org/10.1016/j.dib.2020.105788.

2. Le, V.T. et al. (2022) “The interaction patterns of pandemic-initiated online teaching: How teachers adapted,” System, 105, p. 102755.
Available at: https://doi.org/10.1016/j.system.2022.102755.

3. Le, D.-L., Giang*, T.-V. and Ho, D.-K. (2021) “The impact of the COVID-19 pandemic on online learning in higher education: A Vietnamese
case,” European Journal of Educational Research, 10(4), pp. 1683–1695. Available at: https://doi.org/10.12973/eu-jer.10.4.1683.

4. Tri, N.M., Hoang, P.D. and Dung, N.T. (2021) “Impact of the industrial revolution 4.0 on Higher Education in Vietnam: Challenges and
opportunities,” Linguistics and Culture Review, 5(S3), pp. 1–15. Available at: https://doi.org/10.21744/lingcure.v5ns3.1350.