Table 2 Design pattern adaptations of...

Table 2

Design pattern adaptations of quality active learning

Pattern 1	Introducing design thinking online
Overview	Students work through a self-paced online resource before attending tutorials, where they join groups (in virtual rooms or on-campus). Students follow a design thinking process to collaboratively design and refine a simple artefact, using a digital whiteboard to externalise and document their ideas and reflect on their process (Vallis and Redmond, 2021)
Alignment	Design thinking is becoming popular as a methodology for work skills such as creative problem-solving, teamwork and creativity Institutions like the Hanoi University of Science and Technology (HUST) have flipped and blended classrooms for larger classes. Students learn from resources on the learning management system (LMS) before attending in-person classes (Nguyen et al., 2021)
Challenges	Not all classrooms are well-equipped for collaboration. Teaching equipment is often restricted to a single blackboard, projector and screen and basic sound system. Power outlets may not be available for recharging devices or only available to teachers Students in Vietnam may be hesitant to participate in group work without teacher supervision (Pham and Renshaw, 2015b)
Suggested adaptation	Divide large classes into smaller groups of 10–15 students. Over the course of several sessions, rotate the groups so students interact with a variety of peers (Nguyen et al., 2021) Ask students to turn to each other and form smaller groups in inflexible spaces Designate a leader of each group to facilitate discussions and share ideas with the larger class Teacher provides more scaffolding for conducting the group activities
Pattern 2	Real-world projects for large classes
Overview	Flexible designs with different levels of engagement with industry are described which may simulate real-world business problems and projects in large classes
Alignment	Developing students' practical skills in real workplace is important to Vietnamese higher education reforms, but a lack of authentic assessment tasks has been reported (Tran and Tran, 2023) Many HUST training programs require students to complete a full-time internship (lasting a minimum of 8 weeks) at an industry site
Challenges	Industries have limited capacity to accommodate students for internships. Teachers may not be able to find industry partners or community organisations for project opportunities At HUST, industry interaction may be limited to half-day field trips or industry talks on campus which are extracurricular, and not embedded in specific courses
Suggested adaptation	Identify courses where the industry talks and field trips align with learning objectives and may be integrated directly into course curricula Leverage technology to bridge the gap between academia and industry. Engage with industry via virtual tours, webinars and online forums when physical visits are not feasible (Cerimagic et al., 2022) Empower students to seek out the industry contacts and organise events. Student-led career fairs, workshops or panels enrich learning and the curriculum (Milner et al., 2016)
Pattern 3	Learning through multimodal assessment
Overview	Students are asked to reflect on their personal goals and progress through formative in-class activities. Students present multimodal representations (e.g. posters, portfolios and podcasts) to peers in brief sessions. Guided self and peer assessment helps students develop evaluative judgement (Kearney, 2013) and eases the teacher's workload
Alignment	Young Vietnamese people are increasingly comfortable using multimedia technologies
Challenges	High workload can limit students' time for intensive formative assignments that do not contribute to final grades “Saving face” is important to many Vietnamese students who may feel embarrassed answering questions in front of a large group or class or participating in debates and fear making mistakes (Truong and Hallinger, 2017). Vietnamese students tend to be shy when expressing themselves in a second language
Suggested adaptation	Balance the design of assignments to provide students with opportunities for meaningful learning without overly burdening them Create a supportive and inclusive learning environment that respects students' communication preferences (Pham and Renshaw, 2015b) Encourage alternative means of participation, such as written reflections, online discussions or peer feedback, so students can contribute in a way that feels relevant, meaningful and comfortable
Pattern 4	Meaningful engagement with course readings
Overview	Teachers establish clear instructions around prescribed readings, carefully selected to meet learning objectives. Readings are accessed from an LMS which has a consistent template or structure for reading tasks
Alignment	Students often struggle and do not engage with course readings. Vietnamese students often have limited awareness of different reading strategies, such as skimming, reviewing and the benefits of these strategies (Ho, 2016). Reading critically is also a common challenge for Australian students (Nguyen and Henderson, 2020)
Challenges	None
Suggested adaptation	This pattern can be adopted directly without modification
Pattern 5	Peer feedback on group work
Overview	Students are supported to take ownership of their learning by developing their ability to evaluate their own and others' performances and processes. The feedback students receive may complement feedback received from teachers
Alignment	The majority of classes in Vietnamese higher education require that students collaborate in groups or teams to some extent
Challenges	The value of incorporating peer feedback into teaching and learning is not always understood. Vietnamese teachers and students may not be accustomed to the process of giving and receiving feedback from peers
Suggested adaptation	Provide students with private feedback sessions, peer assessments or anonymous participation options to reduce the fear of judgement Reassure students that mistakes are opportunities for learning (Pham and Renshaw, 2015a) Provide educational resources on the value of peer feedback that are curated or tailored for Vietnamese teachers and students
Pattern 6	Object Based Learning at Scale
Overview	Digital objects are used to facilitate deep observation, analysis, reasoning, communication, retention of knowledge and to draw conclusions based on an examination of evidence. Using object-based learning (OBL) as pedagogy may help shift student perspectives (Wardak et al., 2021)
Alignment	OBL as a pedagogy supports future work skills such as teamwork and skill development in empathy, analysis, deductive reasoning, problem-solving and creative and critical thinking
Challenges	Teachers typically use an LMS but have limited or no access to additional online tools Finding online resources, especially museums, tailored to specific subjects can be challenging
Suggested adaptation	Consider using free online tools, where it is not possible to provide institutional licenses and link to them from the LMS. Organise workshops to help educators identify existing online resources for teaching. Students may be guided to critically engage with digital objects in open collections such as the British museum, for example
Pattern 7	Students collaboratively choose topics
Overview	Students are encouraged to reflect on their learning needs, explore potential topics collaboratively, and then choose and share their topic in the LMS. Students discuss how they came to their decisions and review them
Alignment	This may be more suited to postgraduate learning in the Vietnamese context. In the last year of undergraduate courses at HUST, students choose their own topics and project work
Challenges	Designing and developing the decision-making scaffold into the LMS may be resource-intensive for time-poor teachers who have not the benefit of educational design support
Suggested adaptation	The basic learning design structure could be followed in the classroom. The key is to support students to engage in and responsibility for their own learning (Cook-Sather and Luz, 2015) Implement class discussions for topic sharing and peer engagement. Stress individual responsibility and ownership of topics linked to personal needs and interests, fostering active engagement and self-directed learning
Pattern 8	Interactive online workshops at scale
Overview	Online workshops are designed to encourage reflective, hands-on learning (Harvey et al., 2016). Students also enhance their skills in information and digital literacy by interacting with teachers and classmates online
Alignment	At many Vietnamese universities, traditional face-to-face teaching has resumed post-COVID-19. Blended classrooms, combining in-person and self-paced modules are prevalent; however, synchronous online teaching is far less common
Challenges	Reliable Internet and laptop or desktop computer are not always available (Huong et al., 2023) Lectures and tutorials, rather than workshops, are the dominant delivery mode in Vietnam. In engineering and science subjects, tutorials often are in laboratories with equipment
Suggested adaptation	The basic workshop structure of orientation, groupwork, then review and reflection, could be adapted for face-to-face tutorials without the online component
Pattern 9	Reflection at scale
Overview	Students are asked to reflect on their learning at key points in the course which contributes to a final reflective assessment
Alignment	Teachers and students are accustomed to learning from lectures and textbooks where questions and answers are provided
Challenges	Teachers' high workloads limit time for formative feedback and feedforward In fields such as engineering which traditionally focus on solving technical and mathematical problems, teachers and students may perceive less value in reflective activities Teachers typically use an LMS but have limited or no access to additional online tools
Suggested adaptation	Students can record reflections in available tools. At HUST, MS Teams is already used for reflection Introduce reflection as an experiential learning strategy (Harvey et al., 2016). Adapt introductory web resources on reflection, rubrics and exemplars for relevant disciplines
Pattern 10	Student-generated data
Overview	Students participate in a survey on a local or global issue, generating a dataset for learning data analysis skills. It supports student skills in formulating hypotheses, designing experiments and practising various statistical methods (Smith, 1998)
Alignment	Large classes for foundational quantitative courses are common
Challenges	Teachers and students are accustomed to learning statistical methods from lectures and textbooks where questions and answers are provided The initial set-up, collection and distribution of student dataset is time intensive (Once the survey is set it can be reused semester after semester)
Suggested adaptation	Invite teachers and students to formulate questions that are personally interesting and authentic to their contexts Encourage students to participate in the entire process of generating a dataset with the tools available Use tools that teachers and students know well. In HUST, for example, many teachers prefer MS Teams

Pattern 1	Introducing design thinking online
Overview	Students work through a self-paced online resource before attending tutorials, where they join groups (in virtual rooms or on-campus). Students follow a design thinking process to collaboratively design and refine a simple artefact, using a digital whiteboard to externalise and document their ideas and reflect on their process (Vallis and Redmond, 2021)
Alignment	Design thinking is becoming popular as a methodology for work skills such as creative problem-solving, teamwork and creativity Institutions like the Hanoi University of Science and Technology (HUST) have flipped and blended classrooms for larger classes. Students learn from resources on the learning management system (LMS) before attending in-person classes (Nguyen et al., 2021)
Challenges	Not all classrooms are well-equipped for collaboration. Teaching equipment is often restricted to a single blackboard, projector and screen and basic sound system. Power outlets may not be available for recharging devices or only available to teachers Students in Vietnam may be hesitant to participate in group work without teacher supervision (Pham and Renshaw, 2015b)
Suggested adaptation	Divide large classes into smaller groups of 10–15 students. Over the course of several sessions, rotate the groups so students interact with a variety of peers (Nguyen et al., 2021) Ask students to turn to each other and form smaller groups in inflexible spaces Designate a leader of each group to facilitate discussions and share ideas with the larger class Teacher provides more scaffolding for conducting the group activities
Pattern 2	Real-world projects for large classes
Overview	Flexible designs with different levels of engagement with industry are described which may simulate real-world business problems and projects in large classes
Alignment	Developing students' practical skills in real workplace is important to Vietnamese higher education reforms, but a lack of authentic assessment tasks has been reported (Tran and Tran, 2023) Many HUST training programs require students to complete a full-time internship (lasting a minimum of 8 weeks) at an industry site
Challenges	Industries have limited capacity to accommodate students for internships. Teachers may not be able to find industry partners or community organisations for project opportunities At HUST, industry interaction may be limited to half-day field trips or industry talks on campus which are extracurricular, and not embedded in specific courses
Suggested adaptation	Identify courses where the industry talks and field trips align with learning objectives and may be integrated directly into course curricula Leverage technology to bridge the gap between academia and industry. Engage with industry via virtual tours, webinars and online forums when physical visits are not feasible (Cerimagic et al., 2022) Empower students to seek out the industry contacts and organise events. Student-led career fairs, workshops or panels enrich learning and the curriculum (Milner et al., 2016)
Pattern 3	Learning through multimodal assessment
Overview	Students are asked to reflect on their personal goals and progress through formative in-class activities. Students present multimodal representations (e.g. posters, portfolios and podcasts) to peers in brief sessions. Guided self and peer assessment helps students develop evaluative judgement (Kearney, 2013) and eases the teacher's workload
Alignment	Young Vietnamese people are increasingly comfortable using multimedia technologies
Challenges	High workload can limit students' time for intensive formative assignments that do not contribute to final grades “Saving face” is important to many Vietnamese students who may feel embarrassed answering questions in front of a large group or class or participating in debates and fear making mistakes (Truong and Hallinger, 2017). Vietnamese students tend to be shy when expressing themselves in a second language
Suggested adaptation	Balance the design of assignments to provide students with opportunities for meaningful learning without overly burdening them Create a supportive and inclusive learning environment that respects students' communication preferences (Pham and Renshaw, 2015b) Encourage alternative means of participation, such as written reflections, online discussions or peer feedback, so students can contribute in a way that feels relevant, meaningful and comfortable
Pattern 4	Meaningful engagement with course readings
Overview	Teachers establish clear instructions around prescribed readings, carefully selected to meet learning objectives. Readings are accessed from an LMS which has a consistent template or structure for reading tasks
Alignment	Students often struggle and do not engage with course readings. Vietnamese students often have limited awareness of different reading strategies, such as skimming, reviewing and the benefits of these strategies (Ho, 2016). Reading critically is also a common challenge for Australian students (Nguyen and Henderson, 2020)
Challenges	None
Suggested adaptation	This pattern can be adopted directly without modification
Pattern 5	Peer feedback on group work
Overview	Students are supported to take ownership of their learning by developing their ability to evaluate their own and others' performances and processes. The feedback students receive may complement feedback received from teachers
Alignment	The majority of classes in Vietnamese higher education require that students collaborate in groups or teams to some extent
Challenges	The value of incorporating peer feedback into teaching and learning is not always understood. Vietnamese teachers and students may not be accustomed to the process of giving and receiving feedback from peers
Suggested adaptation	Provide students with private feedback sessions, peer assessments or anonymous participation options to reduce the fear of judgement Reassure students that mistakes are opportunities for learning (Pham and Renshaw, 2015a) Provide educational resources on the value of peer feedback that are curated or tailored for Vietnamese teachers and students
Pattern 6	Object Based Learning at Scale
Overview	Digital objects are used to facilitate deep observation, analysis, reasoning, communication, retention of knowledge and to draw conclusions based on an examination of evidence. Using object-based learning (OBL) as pedagogy may help shift student perspectives (Wardak et al., 2021)
Alignment	OBL as a pedagogy supports future work skills such as teamwork and skill development in empathy, analysis, deductive reasoning, problem-solving and creative and critical thinking
Challenges	Teachers typically use an LMS but have limited or no access to additional online tools Finding online resources, especially museums, tailored to specific subjects can be challenging
Suggested adaptation	Consider using free online tools, where it is not possible to provide institutional licenses and link to them from the LMS. Organise workshops to help educators identify existing online resources for teaching. Students may be guided to critically engage with digital objects in open collections such as the British museum, for example
Pattern 7	Students collaboratively choose topics
Overview	Students are encouraged to reflect on their learning needs, explore potential topics collaboratively, and then choose and share their topic in the LMS. Students discuss how they came to their decisions and review them
Alignment	This may be more suited to postgraduate learning in the Vietnamese context. In the last year of undergraduate courses at HUST, students choose their own topics and project work
Challenges	Designing and developing the decision-making scaffold into the LMS may be resource-intensive for time-poor teachers who have not the benefit of educational design support
Suggested adaptation	The basic learning design structure could be followed in the classroom. The key is to support students to engage in and responsibility for their own learning (Cook-Sather and Luz, 2015) Implement class discussions for topic sharing and peer engagement. Stress individual responsibility and ownership of topics linked to personal needs and interests, fostering active engagement and self-directed learning
Pattern 8	Interactive online workshops at scale
Overview	Online workshops are designed to encourage reflective, hands-on learning (Harvey et al., 2016). Students also enhance their skills in information and digital literacy by interacting with teachers and classmates online
Alignment	At many Vietnamese universities, traditional face-to-face teaching has resumed post-COVID-19. Blended classrooms, combining in-person and self-paced modules are prevalent; however, synchronous online teaching is far less common
Challenges	Reliable Internet and laptop or desktop computer are not always available (Huong et al., 2023) Lectures and tutorials, rather than workshops, are the dominant delivery mode in Vietnam. In engineering and science subjects, tutorials often are in laboratories with equipment
Suggested adaptation	The basic workshop structure of orientation, groupwork, then review and reflection, could be adapted for face-to-face tutorials without the online component
Pattern 9	Reflection at scale
Overview	Students are asked to reflect on their learning at key points in the course which contributes to a final reflective assessment
Alignment	Teachers and students are accustomed to learning from lectures and textbooks where questions and answers are provided
Challenges	Teachers' high workloads limit time for formative feedback and feedforward In fields such as engineering which traditionally focus on solving technical and mathematical problems, teachers and students may perceive less value in reflective activities Teachers typically use an LMS but have limited or no access to additional online tools
Suggested adaptation	Students can record reflections in available tools. At HUST, MS Teams is already used for reflection Introduce reflection as an experiential learning strategy (Harvey et al., 2016). Adapt introductory web resources on reflection, rubrics and exemplars for relevant disciplines
Pattern 10	Student-generated data
Overview	Students participate in a survey on a local or global issue, generating a dataset for learning data analysis skills. It supports student skills in formulating hypotheses, designing experiments and practising various statistical methods (Smith, 1998)
Alignment	Large classes for foundational quantitative courses are common
Challenges	Teachers and students are accustomed to learning statistical methods from lectures and textbooks where questions and answers are provided The initial set-up, collection and distribution of student dataset is time intensive (Once the survey is set it can be reused semester after semester)
Suggested adaptation	Invite teachers and students to formulate questions that are personally interesting and authentic to their contexts Encourage students to participate in the entire process of generating a dataset with the tools available Use tools that teachers and students know well. In HUST, for example, many teachers prefer MS Teams

Source(s): Table created by authors

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