UNIVERSITY OF ECONOMICS AND LAW

FALCUTY OF INFORMATION SYSTEMS

------------------------
INSTRUCTION OF STANDARD REPORT
COURSE: INTRODUCTION TO E-COMMERCE

1. General regulation
- Report content: maximum 30 pages, A4 paper size (except cove
page, table of content, table of figures, references...)
- Report structure: based on the content (business project report,
knowledge understanding report...)
- Format: Font Times New Roman; Size 13; Paragraph spacing:
before: 3pt, after 3pt; Line spacing 1.5; left-right margin; page
number at the middle of the footer; any information cannot be
included in the header and footer.
The report must be presented clearly, coherently, and carefully
checked for spelling errors. The content is divided into chapters
scientifically and logically under the guidance of the lecturer.
How to numbering chapter: Example:
Chapter 1. …
1.1. … (level 2)
1.1.1. … (level 3)
1.1.2. …
1.2. …
Chapter 2. ….
2.1. ….
2.1.1. …..
(Maximun level is 3)
- Figures must be numbered as well according to the chapter.
Example: the first figure of chapter 1  Figure 1.1 nameofigure,

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 the second figure of chapter 2  Figure 2.2. nameofigure. Place
them below the figure and middle margin.

Figure 1.1. Buying from Facebook application (Source [3])

Lưu ý: [3] là tài liệu tham khảo được đánh số thứ tự 3 trong danh
mục tài liệu tham khảo bên dưới.
- Tables must be numbered as well according to the chapter.
Example: the first table of chapter 1  Table 1.1 nameofigure,
the second table of chapter 2  Table 2.2. nameofigure. Place
them above the table and middle margin.
- Reference style: APA style (sách, bài báo, website), recommend
to use tool (e.g. Endnote)
2. Details of requirements of report
2.1. Assignment/ Case study
File Word/ PPT
Name: Mã lớp học phần_MSSV_HovaTen_ASM1.doc;
Mã lớp học phần_MSSV_HovaTen_ASM2.doc
Mã lớp học phần_MSSV_HovaTen_casestudy.doc
Submit via LMS
2.2. Mid-term and final report
Every group submit 2 files: ppt and report
Name:
Mid-term: - ma lop hoc phan_midterm_groupnumber
Final report: - ma lop hoc phan_final_groupnumber
Submit via LMS portal
Note:
+ One group one submission
+ including GROUP ASSESSMENT

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 No Full Student Class Contents Contribution
name number percentage
List If she did
what very, score
you did 100%

All members agree with this assessment.

2.3. Content : mention in Introduction

2.4. Presentation
Every member has to present, anyone who is absent will be
deducted 50% of total points
Points might be different between members
2.5. Assessment criteria
See rubic

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 ĐẠI HỌC QUỐC GIA TP.HCM
Mẫu MTT01
TRƯỜNG ĐẠI HỌC KINH TẾ LUẬT
KHOA HỆ THỐNG THÔNG TIN
---------------------------

BÁO CÁO NHÓM/ GIỮA KỲ/ CUỐI KỲ MÔN HỌC

CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG MỚI (NEW ICT) (E)

TÊN TIỂU LUẬN

Thành phố Hồ Chí Minh, Tháng 11/2016

iv
 ĐẠI HỌC QUỐC GIA TP.HCM
Mẫu MTT02
TRƯỜNG ĐẠI HỌC KINH TẾ LUẬT
KHOA HỆ THỐNG THÔNG TIN
----------------------------

BÁO CÁO NHÓM/GIỮA KỲ/ CUỐI KỲ MÔN HỌC

CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG MỚI (NEW ICT) (E)

TÊN TIỂU LUẬN

Giáo viên hướng dẫn:

…….

Sinh viên thực hiện:

K16411… Nguyễn
Văn A
……………..

Thành phố Hồ Chí Minh, Tháng 11/2016

v
 ABSTRACT

A new method of blended learning, which combines classrooms and online

learning, recently receives many attentions from educators in Vietnam university.

ACKNOWLEDGEMENT

In preparation of my master thesis, I had to take the help and guidance of some
respected persons, who deserve my deepest gratitude.

TABLE OF CONTENTS
ABSTRACT.............................................................................................................ii

ACKNOWLEDGEMENT......................................................................................iii

LIST OF TABLES.................................................................................................vii

LIST OF FIGURES..............................................................................................viii

CHAPTER I: INTRODUCTION.............................................................................1

1.1. Research background:................................................................................1

1.1.1. Vietnam Internet usage:......................................................................1

1.2.3. Purposes of research:..........................................................................8

1.2.4. Social media as a supplementary tool in learning:.............................9

CHAPTER II: LITERATURE REVIEW...............................................................18

2.1. Blender learning models:.........................................................................18

2.2. Blended learning course in Vietnam education:......................................20

REFERENCES.......................................................................................................75

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 LIST OF TABLES

Table 1. 1 Summary of the potential usage of IT resources in blended learning:..14

Table 2. 1 Summary of prior studies......................................................................22
Table 2. 2 Summary of our proposed hypotheses..................................................37

LIST OF FIGURES

Figure 1. 1 Vietnam Internet user from 1996...........................................................2

Figure 1. 2 Vietnam Internet User Behavior 2015...................................................2
Figure 1. 3 Top ten Asia Self-paced e-learning........................................................4
Figure 1. 4 E-learning landscape in Vietnam 2019..................................................5

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 CHAPTER I: INTRODUCTION

1.1. Research background:

1.1.1. Vietnam Internet usage:
Particularly in education, communication technology has been applied in
management, teaching and learning activities.

Figure 1. 1 Vietnam Internet user from 19961

It showed that the application of IT in teaching and learning is an inevitable trend of
education not only in the world but also in Vietnam.

Figure 1. 2 Vietnam Internet User Behavior 20152

As shown in the below statistic, Internet activities also become more diversified.
They use the Internet for different purposes, especially 72 percent of users are daily using
the Internet for research or study purposes. Moreover, participate in forums or social
networks, and access e-mail also accounts for a high percentage, which was 77 percent
and 79 percent of users.

1.1.2. Information communication technologies (ICTs) trends in Vietnam education:

1
https://www.dammio.com/2018/05/22/bieu-do-nguoi-dung-internet-viet-nam
2
https://ecomobi.com/
 For some students, this may be too hard. Students are still very passive on self-
learning and used to be with the teacher-centered approach so that the role of physical
classes is still very crucial.

1.2. Rationale for this research:

1.2.1. Blended learning concept:
The traditional concept of pedagogical approach has always been consisting of the
elements of physical classrooms, teachers, materials and regular evaluations.

CHAPTER II: LITERATURE REVIEW

2.1. Blender learning models:

Giving a good practice for blended learning is not easy for educators, especially in
higher education.
Besides, lecturing supported by slide presentation is the most common teaching
method used during short courses, but this causes a lack of attention from the students
and may limit the knowledge acquisition (Stuart & Rutherford, 1978).
Table 2. 1 Student’s perception of importance of blended learning
Very Not so Not
Important Normal
important important important
(%) (%)
(%) (%) at all (%)
Class 34 42 20 4 1
Email 36 32 22 8 1

REFERENCES

Ringle, C. M., Sarstedt, M., & Systems, D. (2016). Gain more insight from your PLS-SEM
results: The importance-performance map analysis. Industrial Management, 116(9),
1865-1886.
Robinson, C. C., & Hullinger, H. (2008). New Benchmarks in Higher Education: Student
Engagement in Online Learning. Journal of Education for Business, 84(2), 101-109.
doi:10.3200/JOEB.84.2.101-109
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on
Facebook in higher education: A comparison of college faculty and student uses and
perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–
140.