INDUSTRIAL UNIVERSITY OF VINH (VN)
Industrial University of Vinh (IUV) formerly as a training institution among 7 campuses of Industrial University of Ho Chi Minh (IUH). After 5 years of education and building university, infrastructure, lecturer, staff members, brand name etc., on 12th June 2013, Prime Minister already signed the Decision no. 920/QD-TTg that issued the establishment of IUV. Until now, after 11 years of operation, IUV has been continuously grown, worthy as a reputable university, partly contributing to the education that supplies the high-quality human resources for Nghe An province and the Middle region.
Vision: Become a university offering diversified training courses at diversified levels that towards the application potential directions, having high reputation and quality education, reaching the national, regional and international standards in order to contribute for the social - economic development of our country.
Students life and support services
4.2 Students Life and Support Services
Objectives
● To explore the essential components of effective student support services in digital and distance education (DE).
● To identify and understand the challenges and specific needs of DE students, with a focus on engagement, well-being, and retention.
● To examine best practices and institutional strategies for improving student support, especially in the first year of university.
● To introduce and apply the Community of Inquiry (CoI) framework for pedagogical support and “Seven Principles for Good Practice in Undergraduate Education” in adult online learning.
● To foster collaboration between institutions through teamwork, presentations, and the co-design of institutional action plans.
● To guide participants in the development of a Service Charter to structure
and communicate their student support commitments.
Expected Learning Outcomes
By the end of this seminar, participants will be able to:
● Describe the key pillars of student support in distance and digital education, based on the models of UNED and the University of Alicante.
● Identify common student profiles, challenges, and needs in online learning environments.
● Evaluate institutional strategies for promoting student engagement, retention, and well-being in DE contexts.
● Collaboratively design a student support program for first-year DE students adapted to their institutional context.
● Apply the Community of Inquiry framework to design pedagogical support emphasizing teaching, social, and cognitive presence.
● Analyze and discuss examples of good practices in digital student support services across institutions.
● Develop a draft institutional Service Charter for student support, articulating a commitment to accessible, inclusive, and quality services.
Methodology
The training seminar will last a total of 20 hours. Participants will work individually and
collectively as follows:
The seminar aims to be practical and will focus on two main issues. Institutional student support services and the pedagogical support to be provided by teachers in the context of digital education.
Concerning institutional services, the services of an on-site university (U. of Alicante) and those of a distance university (UNED) will be presented. As a practical activity, it will be proposed to each university to develop a Student Services Charter.
Moreover, we have prepared a Practical Workshop on Pedagogical Support for Students, Delivered in a Blended Format. This workshop adopts a blended methodology, combining an online preparatory phase with in-person sessions.
Before the face-to-face sessions
● Teamwork for the preparation of an institutional presentation of no more than five minutes per institution, covering the primary services/units currently available to students
● As part of the online preparatory phase of the Workshop on Pedagogical support, participants are expected to view three short instructional videos. This activity is intended to lay the groundwork for the practical work that will take place during the in-person sessions, following a flipped teaching methodology. Detailed instructions for the online phase are sent and available at the Google Drive folder.
On-site sessions
The face-to-face sessions will combine presentations by speakers with participant interaction and group activities.
Digital education and quality
T3.3 – Onsite Training: Digital Education and Quality
Objectives
- Introduce the quality assurance (QA) concept in higher education, with special emphasis on digital education contexts.
- Familiarize participants with European and international frameworks to understand external QA and accreditation processes.
- Present institutional examples of QA practices in on-site and distance universities to provide comparative perspectives.
- Raise awareness of the need for quality benchmarks and indicators specific to digital education across its dimensions.
- Encourage active engagement through teamwork, where participants begin to reflect on, discuss, and propose relevant benchmarks for their institutional contexts.
Learning outcomes
- By the end of this seminar, participants will be able to:
- Describe the key quality assurance principles in higher education, including their relevance to digital education.
- Understand and compare different QA systems in European and Vietnamese higher education contexts.
- Identify core benchmarks and indicators for assessing quality in digital education, especially in Strategic management, curriculum design, course design and delivery, and staff and student support.
- Reflect on the current QA practices within their institutions and identify opportunities for
- Engage in structured group discussions to collaboratively explore how quality assurance frameworks can be adapted for digital education settings.
- Outline initial steps or considerations for developing or enhancing QA processes for digital education within their institutions.
Learning activity
Each Vietnamese institution elaborated on a presentation of the current state of quality assurance in their universities, which was presented at the seminar.
Digital education and inclusion
T3.2 – Online Training: Digital Education and Inclusion
Objectives
- Explore the role of digital learning in enhancing inclusion in higher education by promoting accessibility, flexibility, and personalization.
- Introduce participants to inclusive digital education practices that respond to diverse student needs, contexts, and learning preferences.
- Foster an understanding of how digital education can reduce barriers to participation and success for underrepresented or disadvantaged learners.
- Identify common challenges and obstacles institutions face when implementing digital learning initiatives, especially those related to equity and access.
- Encourage reflection and dialogue on institutional practices and opportunities for fostering more inclusive and effective digital education strategies.
- Promote collaborative exchange among institutions to share insights and approaches to inclusive digital transformation.
Learning Outcomes
- Understand the potential of digital learning to enhance inclusion in higher education, considering online, blended and online modalities.
- Identify key strategies for making digital learning accessible and inclusive.
- Analyse obstacles and difficulties in making digital learning inclusive.
- Develop practical solutions to overcome challenges in inclusive digital education.
The seminar was structured in two modules consisting of videos and complementary materials.
Learning activity:
Elaboration of a collaborative institutional SWOT analysis
Digital education as part of the Higher Education portfolio
T3.1 – On-site Training: Digital Education as part of the Higher Education portfolio
Objectives
• Raise awareness of the strategic importance of digital education in higher education institutions.
• Introduce key concepts in digital teaching, curriculum design, and student support.
• Familiarize participants with institutional approaches to digital education strategies.
• Provide a basic orientation to relevant educational technologies and tools.
• Encourage reflection and discussion on local needs, challenges, and opportunities.
• Foster connections among participating institutions to stimulate future collaboration.
Learning Outcomes
By the end of the training, participants will be able to:
• Describe the role of digital education within higher education ecosystems.
• Identify key elements of a digital education strategy and roadmap.
• Recognize basic principles of curriculum and course design for online environments.
• Gain introductory knowledge of digital tools and platforms used in teaching and learning.
• Understand foundational aspects of supporting students and teachers in digital settings.
• Engage in peer exchange to compare institutional experiences and explore potential initiatives.
Learning activity
Development of an institutional roadmap for institutional digital transformation
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.