[Reprint] Responses to learning management system: A case study in higher education in Vietnam

This paper is to address the responses of Vietnamese undergraduate students and three teachers of English to the integration of a Moodle site during a language skill course. It particularly examines the teachers’ perceptions of this interactive web-based technology and their actual usages during the course as well as the students’ participation in this online environment. Qualitative data from the teachers’ reflections indicated three factor groups that significantly contributed to their attitudes toward and employment of ICT, namely personal, institutional, and social. In addition, students presented the three patterns of online participation, namely task-oriented, content-oriented, and community-oriented. These reflected a transition in both teachers’ practices and students’ learning expectations and behaviors. The paper finally concludes with a number of pedagogical suggestions for the process of integrating technology in education in the local context to engage students in the online learning processes with more personalized learning environments.