Students' Understanding of Credit-Based Learning

2.3.2. Students' understanding of credit-based learning

Nguyen Tuan Khanh (2017), Training learning skills for students in credit-based training [42], pointed out that understanding the nature and characteristics of credit-based training and understanding learning skills have the greatest influence on forming learning skills for students in credit-based training.

Nguyen Mai Huong (2015), Learning skills according to the credit system of students at some Pedagogical schools [40], affirms that students' understanding of learning according to the credit system will help students easily form learning skills. In which, the most important is understanding the role, purpose, implementation and requirements of learning actions according to credits; how to conduct learning forms according to credits; how to test, evaluate and classify credit accumulation results.

When carrying out any activity, people must have certain understanding of the activity itself, from which they can carry out the activity effectively and meaningfully. To form learning skills according to the credit system, students at the People's Public Security academies and universities must have certain understanding of learning activities according to the credit system as well as each component skill. Specifically: Students must know the importance and effects of training according to the credit system, see the superiority of the credit system compared to training according to the year system, that is: Learners visualize the requirements for themselves in the learning process; Learners proactively plan and carry out learning based on their own abilities and time conditions; Learners are self-aware of their learning tasks, promoting their own positivity and initiative; Learners can flexibly switch from one course to another in the same system; Meet the diverse needs of learners; Improve students' self-study capacity; Learners can master their own learning process; Facilitate recognition of training content and training modules with high practical value...

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If we want students to be proactive and active in forming learning skills, we need to create in them the need to practice, by helping students understand learning activities according to the credit system and the benefits of learning skills in the process.

Studying under the credit system, what skills are needed to study effectively, how to perform each skill...

Students' understanding of learning activities according to the credit system and learning skills according to the credit system of the university and college is the basis for forming specific learning skills. Understanding is such a necessary condition that some people think that it is a component of skills. Without understanding the activities, individuals cannot learn and acquire skills.

2.3.3. Students' positive and proactive learning attitude according to the credit system

D. Alfiani (2018), "Implementing a cooperative learning model to improve students' activeness in social subjects" [87], argues that students' active learning is the serious physical and mental participation of students in carrying out learning activities. Students' active learning is essential, not only helping students gain more knowledge but also acquiring useful skills. At the same time, the author proposes a cooperative learning model to improve students' active learning.

According to I. Nuryasintia (2018), "Activity in learning through learning media and classroom management"[117], students' active learning is characterized by optimal participation in both intellectual, emotional and physical aspects. Active learners are often shown by being proactive in learning activities, enthusiastically answering questions posed by teachers, and completing tasks earlier than other members.

Pham Van Cuong (2011), "Research on the active learning of ethnic minority students in the credit-based training method" [15], argues that credit-based learning requires students to be more active in learning in order to absorb and acquire a huge amount of knowledge at university level. The active learning of students in credit-based training is demonstrated in the following areas of learning activities: acquiring new knowledge; taking notes; preparing lessons before class; developing a study plan; working in the library; practicing expertise; self-study; reviewing; systematizing knowledge; preparation and results of exams and tests.

The positive and proactive nature of students' learning according to the credit system is demonstrated through students' self-awareness of their motivations, purposes, and learning methods, their awareness of their own role as subjects, thereby orienting, planning, and concretizing the learning process, proactively solving learning tasks set by lecturers and by themselves, and actively accumulating credits to achieve learning goals.

During the learning process, students may encounter many obstacles. To overcome these difficulties, students themselves must make great efforts, have enough motivation and positivity to urge students to overcome these obstacles to conduct learning activities and form the necessary skills.

Students at the police academies and universities, in addition to being equipped with general knowledge, are also equipped with knowledge and skills in the police profession. Faced with the complex situation of crimes with increasingly sophisticated and cunning methods, police officers are required to have the ability to assess situations, make judgments and handle situations flexibly, intelligently, and keep up with the practical situation. On the other hand, students at the police academies and universities not only study within the school framework but also learn through practice, typically civil mobilization activities - one of the important tasks of police officers, which is focused on training right from the time they study at the police academies and universities. Students are assigned to localities to live, work and live with the people, thereby propagating and mobilizing the masses to participate in the task of protecting national security and ensuring social order and safety, successfully implementing the Party's guidelines and policies, the State's policies and laws and political tasks at the local and grassroots levels. Therefore, the positivity and proactiveness in studying of students at the People's Public Security academies and universities not only helps them form effective learning skills but also has great value in forming professional skills, helping them adapt flexibly to different environments, situations and forms of learning, which is the basis for them to be able to cultivate their practical work capacity after graduation. The more active and proactive students are in studying, the more they will practice their practical skills, and at the same time, their learning activities will be more effective.

2.3.4. Guidance experience of academic advisor

Professor Leland (2016) "Advice from Faculty and Alumni: Findings in Research and Education" [111], indicates that academic advisors, especially faculty members who serve as academic advisors, contribute greatly to students' academic success.

The group of authors Nguyen Thanh Binh, Hoang Thi Anh Duong, Tran Hieu, Nguyen Duc Nhuan, Nguyen Hong Son (2007) "Viewpoints on the team of academic advisors in credit-based training" [94] affirms the role of academic advisors in credit-based training. In a credit-based educational environment, the academic advisor system is an essential component to help learners achieve success in their studies. The advice of academic advisors will be received by learners and their learning activities will be adjusted to achieve high results. Academic advisors support students in determining goals, making study plans, providing information about courses, and giving suggestions to help learners adjust their behavior...

In the training process according to the credit system, a team of academic advisors is indispensable. Academic advisors are considered the most important social support for students to solve problems, difficulties and stress in studying according to credits (how to calculate their average score, learning methods, advanced research). Academic advisors need to satisfy 3 requirements: Have knowledge of pedagogical psychology, know how to understand the abilities and circumstances of students to advise on the establishment of an accumulation schedule suitable to the circumstances and conditions of each student; have a firm grasp of the program and training process leading to a degree of each major in each course to help each student choose and register for subjects suitable to their abilities and time. Thanks to that, students can create the most optimal study plan for themselves; guide students to learn about the study program and how to choose subjects, register for subjects for each semester.

2.3.5. Teaching capacity and methods of the teaching staff

L.David, S.Richard, P. Steven, M. Jake (2016), "Improving Teaching Capacity to Improve Student Achievement: The Important Role of Information Sharing from School Administrators" [99], conducted a study on a

A study by a school in South Australia found that improving the teaching skills of teachers would improve student achievement in a school. It highlighted the need to innovate teaching methods and increase interaction between teachers and students. Reforms were also made to include data-driven decision-making by leaders, teacher training, mentoring and feedback for teachers.

I. Lawrence, R. Ken Rowe (2008) "Concept and assessment of teacher quality: Basic issues and methodology" [110], pointed out that lecturers are the most valuable resource of training institutions. There is a need for focused research to propose policies to improve the quality of lecturers, have a suitable salary and bonus system, and pay attention to the need to improve the professional capacity of lecturers. Develop teaching standards, pay attention to what teachers should know and what teachers can do.

In teaching activities according to the credit system, lecturers at the academies and universities of the People's Public Security play the role of a coach with the ability to organize and control pedagogy. With their own knowledge and experience, the lecturer must be ready from the objectives, content, learning methods... and organize for students to self-study according to the lecturer's direction. University lecturers use a combination of measures to understand the capacity and personality of students, thereby having appropriate guidance methods for each learner. During the process of students self-studying and researching, the teacher is always behind to control, guide, and help promptly, thereby improving the learning efficiency of students.

The characteristic of the police academies and universities is to focus on teaching knowledge and professional skills of the police to students, so the teaching staff is mainly taken from graduates of the police academies and universities or police units doing practical work. After working at the police academies and universities, these lecturers are trained in pedagogical skills to ensure that they have both a solid grasp of the subject and pedagogical skills. Lecturers are both designers and

The person who implements the success of the lecture is responsible for the entire training process and is the person who has the role of motivating, encouraging, and orienting the training needs of the learners. The lecturer does not only simply teach and impart knowledge but also plays many other roles such as advising students and creating conditions for students to study.

To promote the role of learners in training according to the credit system, lecturers need to change their perspective on training: orienting towards serving students from the stage of program design, lesson preparation and using new teaching methods. Lecturers must conduct scientific research, improve the program and teaching methods, and develop new subjects so that students have many choices suitable for practice. On the other hand, lecturers must invest in their expertise and have practical capacity to teach well and train students to learn how to solve problems, have the spirit of daring to think and dare to do. Lecturers must be fully prepared in pedagogical skills in accordance with the spirit of active pedagogy. To meet the requirements of training according to the credit system, the teaching staff must be sufficient in quantity and strong in quality to better meet the learning needs of students.

2.3.6. How to organize training according to the credit system

Nguyen Mai Huong (2015), Learning skills under the credit system of students at some Pedagogical schools [40] believes that the way of organizing training under the credit system is one of the factors that affect students' learning skills under the credit system.

Training according to the credit system is essentially the organization of the teaching and learning process according to a flexible diagram, with the following advantages: Teaching through the learning activities of the learners themselves; Individualized teaching in the cooperative activities of teachers - learners and between learners; Teaching through promoting the self-study and self-research ability of learners; Teaching through assessment and self-assessment of teachers and learners.

In training according to the credit system at the academies and universities of the People's Public Security, there are 3 basic forms of teaching organization: teaching by lecturers; practice and internship by students; and self-study and research process by students. How

The method of implementation and the proportion of time allocated to the forms of teaching organization are determined by the purpose, requirements and characteristics of the subject, the professional level and pedagogical capacity of the teacher, factors originating from the learner, as well as the actual conditions of each training unit.

Police academies and universities must clearly define the training organization method to disseminate to students: Total number of credits to be accumulated to be eligible for graduation, minimum and maximum total number of credits in each semester, method of registering for subjects; form of testing, evaluation, and ranking of subject results; method of calculating academic scores; specific introduction of each subject for students to research, register, and implement.

The training method according to the credit system of the People's Public Security academies and universities is the basis for students to conduct appropriate learning activities, ensure compliance with regulations, achieve learning goals, thereby forming specific training skills. Every year, the People's Public Security academies and universities publish a student handbook, the majority of which informs the requirements that students need to fulfill in order to graduate according to the training program, including: Total credits to be accumulated to graduate, total minimum and maximum credits in each semester, how to register for courses, time and place to meet academic advisors; how to check, evaluate and rank course results to calculate the average score...; specifically introduce each course (code, credits, summary content, prerequisite courses...) for students to research, plan their studies and register. Evaluation, scoring of attendance and weighting of tests are done through attendance points, seminars, mid-term tests, and final exams. Evaluation throughout the whole process thus partly checks the actual knowledge acquisition of students.

2.3.7. Facilities for studying under the credit system

CLUline, M.Tschannen-Moran, DW Thomas (2008), "The Interaction Between Facilities, Learning Environment and Student Achievement" [143] affirms that facilities can foster a positive atmosphere in learning.

The road affects students' attitudes and learning behaviors, thereby affecting their learning outcomes.

S. Worchel, & C. Teddlie (1976), "Crowd Experience: A Two-Factor Theory" [145], found that learning media improved students' persistence in completing learning tasks.

T. Tiburcio & EF Finch (2005), "The impact of smart classrooms on student interaction"[139]. Research results show that modern learning media create conditions for learners to interact with each other more often, learners are more attracted to learning activities, and learning activities themselves are more flexible [139, pp.262-278].

CK Tanner (2000), "The influence of school architecture on academic achievement"[134], studied the influence of school facilities on students' academic achievement and pointed out that these two factors are closely related to each other.

Ha Nam Khanh Giao and Nguyen Le Vinh (2012), Curriculum and reference materials system - Necessary conditions for credit training [27], argue that the training quality of a university depends largely on the quantity of the curriculum and reference materials system. The subject curriculum is the backbone of the subject that teaching and learning activities, the subjects performing those activities rely on to perform their tasks. To implement training according to the credit system, it is necessary to issue a list of subjects with curriculum and reference materials that have been filtered to ensure the most excellent and advanced.

Investing in developing facilities for learning activities helps create comprehensiveness of activities, while promoting the positivity, initiative and creativity of learners; facilities are necessary conditions for teachers and learners to perform the assigned teaching functions and tasks, helping coordination between agencies and units to be quick and convenient.

The system of facilities serving learning according to the credit system at the academies and universities of the People's Public Security includes: System of campuses, lecture halls; System of

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