Although digital transformation in higher education has been discussed about a lot since the turn of the 21st century, it took place slowly before the Covid-19 pandemic.
The Decision No. 146/QD-TTg dated 28/01/2022 of the Prime Minister on “National Digital Transformation Program to 2025, with orientation to 2030” aims at perfecting the model of “Digital Higher Education”.
There are many ways to understand this concept. From the perspective of digital transformation taking place in our country’s education in particular, and world education in general, there are two interpretations as follows:
- The first is the understanding at the macro level, which is the model of the formation of the digital higher education system as a result of the digital transformation process under the guidance of a national plan.
- The second is the understanding at the micro level, which is a model of the formation of digital higher education institutions as a result of the digital transformation process under the guidance of a school plan.
The relationship between these two understandings depends a lot on whether the approach in digital transformation is vertical or horizontal or mixed. This issue is not clarified in Decision No.146. However, based on the regulation “Perfecting the digital higher education model and piloting the implementation of the model at some higher education institutions”, it is necessary to understand the digital higher education model at the micro level.
This article discusss the digital higher education model in at the higher education institution level. It is necessary to first answer how the introduction of digital technology in higher education institutions is taking place in Vietnam and around the world.
Current status of digital transformation in higher education institutions in our country
There are many ways to understand digital transformation in higher education depending on the approach. However, theoretically, digital transformation is understood as a process of applying digital advances to all elements of higher education institutions, forcing these elements to change from traditional institutions to a digital institutions.
Digital transformation in higher education has been discussed about a lot since the turn of the 21st century with the explosion of the Internet and the beginning of the fourth industrial revolution. However, digital transformation took place slowly before the Covid-19 pandemic. It is Covid-19 that has created a push to accelerate digital transformation in higher education. Despite that, the impact of digital transformation so far has focused first on the field of teaching and learning, with the first manifestations being online education, open education, and open science.
From the perspective of the aforementioned reality, Gartner research and consulting company shows that the digital transformation process consists of the following stages: 1) no idea; 2) desire for digital transformation; 3) digital transformation design; 4) digital transformation implementation; 5) scope of digital transformation expansion; 6) digital transformation results.
According to these stages, Gartner’s 2018 survey in 98 countries shows that the proportion of higher education institutions in stage 1 is 11%, stage 2 is 23%, stage 3 is 27%, and stage 3 is 27%. stage 4 is 24%, stage 5 is 13%, stage 6 is 2% [1].
In Vietnam, there is currently no survey to assesscurrent status of digital transformation in higher education. However, based on the implementation of online education during the Covid-19 pandemic, according to data at the end of 2020, it can be estimated that 45% of higher education institutions are between phases 3 and 4; the remaining 55% are in stages 1, 2, or 3.
It is possible that, so far, at the beginning of 2022, all higher education institutions in Vietnam have implemented online education. However, it is difficult to claim how many institutions have come up with specific ideas and plans for digital transformation towards forming digital higher education institutions in the future. That is because now the digital transformation is not confined in application of online teaching and learning or the development of open educational resources (OER) and mass open online courses (MOOCs) but the application of digital advances to create breakthrough innovations in teaching, school administration, and management.
Applying digital technology in teaching-learning innovation
An OECD report “Digital Education Outlook 2021” claimed that the application of smart technologies in the classroom, including artificial intelligence (AI), learning analytics, robotics, blockchain, etc., has the potential to create breakthroughs in improving the quality and efficiency of teaching and learning [2].
The use of AI in the classroom creates intelligent tutoring systems that allow personalized learning. With the help of AI, this system allows detection of learners’ knowledge gaps and diagnosis of the next appropriate steps for learning; provides new assignments, new learning units, necessary instruction, or informs the teacher. This approach is now being extended beyond the mere acquisition of knowledge to influence behavioral aspects such as learning self-regulation or life skills.
AI technology is also used in a new area of technology development, focusing on measuring engagement and interventions to keep learners interested in learning both in physical and digital environments. Measuring engagement is difficult but a host of new automated approaches have been developed, from eye trackers to tracking and analyzing other facial features.
To improve engagement, there are two ways: the first is to actively stimulate participation through measures such as incentives, gamification, etc.; the second and more complex way is to respond through constantly monitoring engagement, detecting the decrease of interactions adjust teaching methods accordingly.
Apart from using smart technology to improve learning, there is also the use of smart technology to improve classroom teaching. It is a distributed learning technology combined with AI.
The goal is to assist the teacher in coordinating classroom learning and suggesting rich and effective learning scenarios for learners. Equipped with sensors, cameras, or connected devices, the classroom becomes a combined physical-digital space in which the computer analyzes the behavior of both the learner and the teacher, and gives feedback to the teacher on various parameters.
Through different types of dashboards and screens, teachers receive real-time information, such as when to move on to the next sequence of lessons or receive feedback after class for professional development, or plan for subsequent lessons.
Social robots are also increasingly developed for learning. They are often used in personalized systems of learning that support teachers and learners in a variety of ways. They can not only act as instructors or teaching assistants for individuals or small groups, but can also be classmates that allow learners to “teach” them. Furthermore, telerobots help people learn remotely and offer new opportunities for those who cannot come to the classroom. They also support remote teaching, such as assisting teachers from another country in teaching foreign languages.
These smart technologies often require the involvement of a participant. It is the teacher. The degree of automation of actions and decisions must be thought of as a continuous spectrum consisting of one end being fully automated actions, and the other end being actions over which humans have full control. Up to now, AI systems has remained human-machine hybrid systems and required human intervention at a given time.
Applying digital technology to management innovation
Smart technologies powered by AI and learning analytics also promote the innovation of governance and management of educational institutions. They can be used to inform decision-makers about a variety of governance and organizational processes from forecasting future education to improving management efficiency.
For example, the institution obtains the information from analysises of the student’s learning and research paths to improve the educational program.
Despite being a new trend, the application of data analysis techniques can change the institution culture.
Data micromanagement is also being used effectively in early warning systems to identify students who are prone to dropping out of school. While it is still difficult to build a good set of indicators for early warning, some systems have shown a high level of accuracy and provide a rich understanding of the reasons why students drop out. That requires more interventions than what is currently adopted.
Game-based standardized assessments are built on smart technologies and intelligent data analysis techniques to extend the scope of skills assessments that cannot be easily measured by traditional tests. These are high-level skills (e.g., creativity) or emotional and behavioral skills.
Finally, blockchain technology opens up new opportunities for the granting of diplomas and certificates in education. Blockchain technology allows quick validation of declarations about the characteristics and qualifications of an individual or organization with a very high degree of accuracy.
This eliminates degree fraud; facilitates the movement of learners and workers between campuses and geographic areas; and empowers individuals in increasing control over their data. Many blockchain initiatives are being implemented worldwide, thereby helping education and lifelong learning systems change the management of diplomas and certificates.
Returning to the digital higher education model in Vietnam
Within the current state of digital transformation in higher education worldwide, this article considers the digital higher education model as a model that applies digital technology to improve the quality and effectiveness of teaching, learning, governance, and management in higher education institutions.
Digital technology includes a wide range of hardware, and software, digital content, data, information systems, and intelligent technologies. The application of digital technology is not about bringing those technologies into schools, but about how to apply those technologies.
Specifically, it is the application of digital technology to not only organize online classes but also develop OER and MOOCs; innovate the way of teaching, learning, evaluation and management.
However, when it comes to modeling, digital technology is only one component of the model, which is certainly an essential element. Besides, attention must be paid to a main component- human. For higher education institutions, the human component includes administrators, lecturers, researchers, students, parents, employers, and the social community.
The digital higher education institution model is the model of the connection between the aforementioned subjects and stakeholders in and out of campus. This is based on digital technology for the ultimate purpose of serving the interests of learners.
Building connections is unique to each higher education institution of stemming from its mission, vision, and specific context. However, in any case, as recommended by the World Bank [3], the following principles should be followed:
- Firstly, the application of digital technology needs to be developed with a clear purpose, closely following the strategy and vision of what higher education institutions desire to change;
- Secondly, the application of digital technology must be flexible and user- centric, with a focus on equity and inclusion aiming at scale and sustainability for all;
- Thirdly, digital technology must promote teacher- student interaction, enabling teachers to better support students in learning;
- Fourthly, digital technology must contribute to the formation of a insitution-wide governance mechanism, mobilizing the participation of all stakeholders to support student learning;
- Fifthly, digital technology must contribute to the inquiry and evidence-based decision-making culture through the use of data in a more practical, responsible, and equitable manner.
- Currently, due to challenges and barriers of different levels, digital transformation takes place in different ways, different levels, and different speed from one region to another, country to country, and even school to school in the same country.
There have also been successful models along with failure lessons. The problem for the following countries to solve is “not to reinvent the wheel” but learn from the models of success and failures, thereby building a suitable model of digital higher education institutions based on the five aforementioned principles.
Finally, as advised by the World Bank, it should be accepted that change is inevitable; no plan is perfect. This is because “the risks of inaction outweigh the risks of action” [3].
Bibliography
[1] Clark, E. 2018. Digital Transformation: What Is It? EDUCAUSE Review Monday, May 21, 2018.
[2] OECD. 2021. Digital Education Outlook 2021. Pushing the Frontiers with Artificial Intelligence, Blockchain, and Robots. Paris: OECD Publishing.
[3] World Bank. 2020. Reimagining Human Connections: Technology and Innovation in Education at the World Bank. World Bank: Washington, DC.
Doctor of Science. Pham Do Nhat Tien
Source: Education Newspaper (giaoduc.net.vn)