Research Projects of Regional and World Countries

more convenient and easier, because the learning environment in the form of E-learnig is essentially based on the Internet infrastructure of the telecommunications network, using technological solutions in the field of teaching and communication with the aim of providing online courses to learners. Also according to the assessment of this study, our country has 80% of the population living in rural areas, with nearly 60% of the population living in areas with economic difficulties as well as difficult infrastructure, for accessing the modern education system. With the advantages of learning in the form of E-learnig that Information and Communication Technology brings, it overcomes the disadvantages of distance learning . With the initial research results on E-learning development at Hanoi Open University (Nguyen Phung Minh Hang, 2009) [4], it is believed that, in order to develop and improve the quality of distance training , the effective application of E-learning technology in distance training is an important task of current training institutions. Because the E-learning training model has many advantages that need to be exploited, creating favorable conditions for learners to have the best and most suitable tools in distance learning. At the same time, it is also necessary to pay attention to policy developments, scientists and especially mobilize different resources of society in the deployment and application of this technology. However, it is also necessary to have surveys to assess the reality, the applicability of learners in regions with different economic conditions, infrastructure and income levels of learners who can afford this type of advanced technology. Therefore, the birth of the E-learning system is relatively suitable for distance learning , due to the characteristics of this type of learning with its own unique characteristics regarding the conditions of learners. The application of E-learning for distance learning marks the birth of the 5th technology in distance learning applied in our country. It can be suitable for a part of the residential area with good income, with a relatively perfect infrastructure of current Information and Communication technology.

1.2.1.6. Distance learning quality

Research on solutions to improve the quality of distance learning at Hanoi Open University (Pham Minh Viet & Tran Duc Vuong, 2009) [14] . The author starts from

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practice and summarize the experience of distance training at their unit, from which to propose solutions to improve the quality of distance training development , with the viewpoint and concept of distance training quality as: (i) Quality is conformity with the goal,

(ii) Quality is customer satisfaction. For concept (i), “Objectives” are understood as the criteria for knowledge and skills set by the training program for learners. In distance training, the “Product” of the training process, or in other words, when the course ends, the employee enters the labor market, applies the knowledge learned to their actual work, and achieves those criteria, it is considered “quality”. For concept (ii) “Customer satisfaction”, the author believes that it is the response of the labor market or employers. Therefore, the top goal of employees when participating in distance training is to accumulate knowledge and professional skills to meet the needs of employers. Thus, distance training institutions need to create conditions for learners to acquire knowledge and professional skills, based on a learning program suitable for learners, with the dedication of instructors and effective support technologies for learners, creating the best results for learners. With the concept proposed by the author, (i) Showing internal assessment of the training process , and (ii) Paying attention to external assessment of the training quality of workers. Therefore, for distance training institutions, it is necessary to offer appropriate training programs, and meet the necessary needs of the labor market to connect workers with distance training today.

Quality assurance and accreditation of distance education has become a national policy of many countries in the world. The Department of Testing and Quality Assurance (Ministry of Education and Training, 2009) [2] , believes that the methodologies for quality assurance and accreditation of traditional and distance education are basically not different. Universities, Academies and Institutes with distance education who want to improve the quality of distance education and have their social responsibilities must rely on the establishment of established standards and performance indicators. The system of Quality Assurance and Accreditation of training is implemented in the direction of coordination between

Distance education institutions and external monitoring agencies. The Department of Testing and Quality Assurance said that currently in our country, most universities are implementing self-assessment and 78 universities have completed self-assessment reports, of which 12 are distance education schools. Therefore, universities with distance education all realize that providing quality training services means success, but providing poor quality training services and products means failure of the school. Therefore, the work of Quality Assurance and Quality Assurance of distance education is an urgent issue along with the expansion of the training scale of universities, academies and institutes with distance education on the basis of creating trust in the quality of distance education for society.

1.2.1.7. Developing a team of distance learning instructors

Research on developing a team of lecturers to meet the requirements of distance education Dr. Doan Thi My Hanh (2009) [6] said that, with the strong development of distance education in recent years, to meet the learning needs of the people, schools with distance education need to have a plan, proactively train and coach, develop a team of lecturers, specializing in distance education with professional qualifications suitable for the distance education subjects , to meet the requirements of expanding the scale and ensuring the quality of distance education in the coming years. Instead of teaching directly between teachers and learners, in distance education, lecturers teach indirectly through learning materials, and interact with learners through pre-printed learning materials and learning support tools such as radio, television, Internet, online learning, etc. Therefore, the role of lecturers in distance education plays an important role in designing, producing learning materials, and supporting learners. That is the fundamental difference between face-to-face training and distance training . Therefore, it requires lecturers, in addition to professional knowledge, to have a certain understanding of the characteristics of this type of training and to have certain appropriate methods and skills. Therefore, (i) Distance training lecturers need to identify that it is much more difficult than traditional direct teaching, have a little enthusiasm and also be compensated materially and spiritually,

(ii) Determining the target learners, lecturers must prepare additional learning materials: readings, lectures, exercises and other learning guides (Nguyen Tan Binh, 2009) [1] .

Distance learning research projects in recent times have contributed significantly to making our country's distance learning a national training system, providing vocational and professional training for many people of adult age, creating a workforce with high quality in both profession and labor skills. Specifically: (i) Distance learning application studies have identified and answered which subjects in Vietnam have the need for distance learning, which technologies are applied and which distance learning is most effective, (ii) Orientation for the development of distance learning in our country in the coming time, (iii) Assess the role of distance learning in the university education system in the current socio-economic situation of our country, (iv) Propose principles of application in distance learning, specifically initially assess factors affecting distance learners, factors affecting the distance learning teaching process, thereby making urgent requirements for innovation in training technology, training and fostering managers and teaching staff suitable for distance learners, (v) Studies have proposed and proposed groups of technologies in distance learning suitable for our country, making it easy for learners to access, and the cost for learners is not too high. and difficulties, (vi) Research projects on the quality of distance education have presented the viewpoints that the quality of training is that distance learners upon graduation are suitable for employers in the labor market, which is important and is the direction of distance education institutions, (vii) Research highlights that distance education lecturers are not only required to have profound expertise and a passion for their profession, but also need the skills to guide distance learners to access technology in distance education, enabling learners to use learning tools compared to traditional forms of training.

Research in the early stages of distance learning in our country has achieved great success, contributing to the distance learning process nationwide. However, research is still limited in evaluation methods, most of the research

The research is mainly based on subjective judgments of the author, combined with the reality of distance learning in our country to make judgments based on experiences and successful distance learning research of countries in the region and the world. Actual surveys of distance learners are still very few and have not been conducted to provide basic arguments to convince the judgments made. Actual statistics on distance learning are still limited, if any, they are only used at the level of judgment based on relatively unanalyzed and unverified numbers.

Research projects on distance learning in our country in the early stages of training aimed to survey the reality of distance learners accessing means of distance learning, the difficulties of distance learners, the factors that make people tend to distance learning, the difficulties between regions with difficult economic conditions as well as telecommunications infrastructure, the choice of distance learning careers of people so far is almost limited. Research projects mainly focus on the field of distance learning service provision, the ability of workers to study distance learning as well as the benefits of distance learning for learners have not been mentioned, not fully and necessarily evaluated.

1.2.2. Research works of regional and world countries

Research by authors from countries in the region and the world on distance learning so far can be summarized as follows:

1.2.2.1. The role of distance learning

In the pre-industrial era, distance education was mainly a means of providing a high-quality workforce, post-industrial society is gradually shifting towards improving the quality of human life. In the post-industrial era, education focuses more on self-awareness and meeting individual needs. For example, to increase happiness and satisfaction with life (Peter, 1993) [55] . The need for education is no longer limited to the “school-age” group, but is related to the need for lifelong learning of the people. This is reflected in the increasing popularity of non-formal and continuing education.

continuing education, giving people more comfort than degrees. Advanced technology and services have changed the type of skills needed in the labor market (Peters, 1999) [59] . This has led to an increase in the demand for continuing education. Therefore, distance education can be seen as a suitable method for pursuing various educational goals, including professional skills, satisfying interests and hobby needs. In developing countries, where people live in difficult economic conditions and lack educational infrastructure, distance education is seen as a second chance for those who cannot attend formal education in the face-to-face training system.

- face-to-face. Distance learning is becoming more popular than a mere alternative training system, being the only factor capable of promoting the openness of education, reducing barriers of time, place, economic circumstances, age and initial level. The concepts of lifelong learning and education for all emphasize that everyone needs to have the opportunity to learn and to receive a lifelong education. The United Nations Educational, Scientific and Cultural Organization ( 1996 )[67], has acknowledged the concept of Open education: “Education is a basic human right, a universal human value, which needs to be realized throughout the entire life of each individual”.

1.2.2.2. Application of media in distance learning

Research on the application of media in distance education , when new communication technologies appeared, these technologies were applied to training with varying degrees of success. Distance education has widely used all communication technologies. Taylor (2000) [66] , has listed the development of distance education technology through stages such as: (i) Correspondence learning model, (ii) Multimedia model,

(iii) Tele-learning model, (iv) Flexible learning model,

(v) Smart flexible learning model. His classification system helps to select appropriate media for distance learning purposes.

In the early years of the 21st century rapid developments in technology and media have created innovative combinations of media with important user engagement in distance learning . These media include

The combination of wireless media, electronic computing methods and mobile phone networks based on text messaging and multimedia messaging services. Devices including smartphones, personal digital assistants and other handheld gadgets have created the generation of e-learning as the era of mobile learning (Mobile Learning Group, 2004) [43] , Alexander (2004) [15] , described mobile media as ideal for “Just-in-time” training, a term that requires learners to acquire information with maximum convenience at any time and any place of the learner, such as Internet resources and auto-responder generations.

For distance education , the rapid development of old and new media is becoming convenient by the development of media utility by free download from the Internet. A new type of course sharing materials has been developed, known as: Open learning content, open curriculum was named at the meeting of the United Nations Educational, Scientific and Cultural Organization (2002) [68] , in the use of open educational resources by developing countries and refers to: (i) Learning content, (ii) Software tools, (iii) Deployment of resources. So far, many institutions have provided free learning content by accessing “Open learning resources” on the Google search engine.

Research on “Digital Learning Objects” . Wiley (2000) [70] , defines a “ Learning Object ” as: “Any object, digital or non-digital, that can be used, reused or referenced in a technology-supported learning process”. To enable the effective contribution of learning objects, a huge number of “Files” containing online Learning Objects materials have been developed. In view of this, relatively few Asian educational institutions have been able to develop their own learning object portals, or make progress on the English-language learning objects available worldwide.

One of the biggest obstacles to the widespread use of open educational resources and digital devices is the lack of localized software. Difficulties

It is not simply a matter of translating software into local languages. The Localisation Industry Standards Association defines localisation as: “Taking a product and adapting it to the linguistic, technical and cultural features appropriate to the purposes of the region where it is used and sold”. Esselinh (2003) [25] describes localisation activities, which are not necessarily part of traditional translation: (i) Multilingual project management, (ii) Online software and technical testing assistance, (iii) Easy translation of documentation into other languages, (iv) Translation memory management and organisation, (v) Multilingual product support,

(vi) Translation strategy consulting.

Thus the development of distance learning media through the five generations as described by Taylor (2000) [66] , and how different media can be combined to create new media. If technology becomes widely accessible, the liberation and enhancement of lifelong education for all will finally become a reality.

1.2.2.3. Production of learning materials in distance learning

Research on the production of printed and audio-visual learning materials in distance education , which is the most accessible means of learning content, most distance education institutions still commonly use printed learning materials as the main learning medium, some places use printed materials to convey 100% of their course content. This depends on the flexibility and accessibility of printed materials. Lewis & Spencer (1986), and Rowntree (1994a, b) [60], [61] , argue that: Printed materials for distance education must be carefully developed and adapted to meet the specific objectives of the proposed curriculum. Different types of printed learning materials can be used: Newly published materials of educational institutions, textbooks published by other publishers, and a combination of both (Lockwood, 1994) [44] .

Research on non-printed learning materials, distance learning institutions mainly use non-printed learning materials to supplement the course learning materials package, these learning materials

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