Proposal for Applying Problem-Based Learning in Soft Skills Training at Hanoi University of Science and Technology

Pham Hong Hanh¹, Vu Dinh Minh¹, Dang Thi Van¹ and Nguyen Thi Thanh Tu^1,

¹School of Engineering Pedagogy, Hanoi University of Science and Technology, 1 Dai Co Viet street,

Cite this paper:
Pham Hong Hanh, Vu Dinh Minh, Dang Thi Van and Nguyen Thi Thanh Tu. Proposal for Applying Problem-Based Learning in Soft Skills Training at Hanoi University of Science and Technology. American Journal of Educational Research. 2023; 11(12):810-816. doi: 10.12691/education-11-12-5

Abstract

Soft skills are now regarded as an important factor that contributes to a person's success or failure in work and life. In response to the growing significance of soft skills, Hanoi University of Science and Technology (HUST) has utilized Blended Learning (B-Learning) in its curriculum to impart these essential competencies. However, the effectiveness of online learning in soft skills remains a challenge, especially for theoretical teaching content in the online format. One of the solutions to improve the quality of soft skills training is to change teaching methods to promote positivity, initiative, and enthusiasm in students. In this article, we propose to use problem-based teaching methods and problem-based teaching processes to practice soft skills to improve training quality and develop research capacity for students. By incorporating problem-solving into the teaching process, the proposal method addresses the challenges posed by online theoretical content.

Keywords:
soft skills problem-based learning LMS

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	S. Gibb, “Soft skills assessment: Theory development and the research agenda,” International journal of lifelong education, vol. 33, no. 4, pp. 455–471, 2014.
[2]	C. R. Mann, A study of engineering education: prepared for the Joint committee on engineering education of the national engineering societies, no. 11. 1918.
[3]	B. Schulz, “The importance of soft skills: Education beyond academic knowledge,” 2008.
[4]	K. P. Aničić, B. Divjak, and K. Arbanas, “Preparing ICT graduates for real-world challenges: Results of a meta-analysis,” IEEE Transactions on education, vol. 60, no. 3, pp. 191–197, 2016.
[5]	S. Gade and S. Chari, “Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students,” Advances in physiology education, vol. 37, no. 4, pp. 356–360, 2013.
[6]	S. F. McLean, “Case-based learning and its application in medical and health-care fields: a review of worldwide literature,” Journal of medical education and curricular development, vol. 3, p. JMECD. S20377, 2016.
[7]	F. Musa, N. Mufti, R. A. Latiff, and M. M. Amin, “Project-based learning (PjBL): Inculcating soft skills in 21st century workplace,” Procedia-Social and Behavioral Sciences, vol. 59, pp. 565–573, 2012.
[8]	G. Dogara, M. S. B. Saud, Y. B. Kamin, and M. S. B. Nordin, “Project-based learning conceptual framework for integrating soft skills among students of technical colleges,” IEEE Access, vol. 8, pp. 83718–83727, 2020.
[9]	S. Deep, B. M. Salleh, and H. Othman, “Study on problem-based learning towards improving soft skills of students in effective communication class,” International Journal of Innovation and Learning, vol. 25, no. 1, pp. 17–34, 2019.
[10]	S. Deep, A. Ahmed, N. Suleman, M. Z. Abbas, U. Nazar, and H. S. A. Razzaq, “The problem-based learning approach towards developing soft skills: A systematic review,” The Qualitative Report, vol. 25, no. 11, pp. 4029–4054, 2020.
[11]	H. V. Ngoc, “The Importance of Teaching Soft Skills to Senior Students: A Case Study of FPT University,” Journal of Positive School Psychology, pp. 6076-6084-6076–6084, 2022.
[12]	C. Ma and W. Zhou, “Effects of unfolding case-based learning on academic achievement, critical thinking, and self-confidence in undergraduate nursing students learning health assessment skills,” Nurse Education in Practice, vol. 60, p. 103321, 2022.
[13]	G. Gibbs, “Improving the quality of student learning through course design,” Learning to effect, pp. 149–165, 1992.
[14]	H. S. Barrows, “A taxonomy of problem‐based learning methods,” Medical education, vol. 20, no. 6, pp. 481–486, 1986.