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introduction - PA: Adequate explanation and overview of the topic, backed by some evidence. However, this needs more development. Writing should be completed in full paragraph as well.
Analysis - 40%- CR The basic analysis covers most aspects of the topic. Most of the factors are supported wit...

Description

RMIT International University Vietnam Assignment Cover Page (GROUP) Subject Code: Subject Name:

ISYS2109 Business Information Systems

Location & Campus (SGS or Hanoi HN) where you study: Title of Assignment:

Business Analysis Report

Teachers Name:

Hoang Ha Anh

Group Name:

Team 7

Group Members (names and Nguyen Ngoc Minh Anh- s3877302 id numbers) Do Thuy Duong- s3877136 Le Gia Bao Ngan- s3883629 Nguyen Hoang Hiep- s3877145

Assignment due date:

20 May 2021

Date of Submission:

20 May 2021

Declaration of Authorship:

We declare that in submitting all work for this assessment we have read, understood and agree to the content and expectations of the Assessment Declaration

Consent to Use

Table of content

·

We do NOT give RMIT University permission to use our work

A. INTRODUCTION. 1. Covid 19 scenario description 2. The effect of online learning on learners and institutions 3. Report’s main purpose and structure

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B. ANALYSIS. 3 STAGE 1: Information gathering. 3 STAGE 2: Problem analysis and definition 3 1. Define the term a satisfactory online learning experience 3 2. Identify the factors that influence online learners' satisfaction with their learning experience. 4 i. Social presence 4 ii. Cognitive presence 4 iii. Teaching presence 5 3. Identify alternative technical tools and their functions that could be used for online learning. 5 i. Canvas: 5 a. General information: 5 ii. Microsoft Office 365 6 a. General information 6 b. Functions of Microsoft Office 365 6 iii. Kahoot! 6 a. General information 6 iv. Quizlet 6 a. General information 6 b. Function of Quizlet 6 C. Recommendations ( Stage 3,4,5) 1. Interaction. 2. Motivation.

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D. Conclusion.

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E. References.

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F. Appendices

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A. INTRODUCTION. 1. Covid 19 scenario description Covid 19 is a devastating epidemic in Vietnam, consequently, many events are canceled on 25/5 (Bao Loan 2021), notably in schooling: In Hanoi, on 5/4, all of the students have to stay at home ( TUOI TRE ONLINE 2021): Instead of meeting with tutors, students learn online, and not everyone enjoys it. 2. The effect of online learning on learners and institutions The coronavirus is spreading rapidly. As a result, all sectors, especially education, are affected. Due to the pandemic, all the schools and universities have to close and students and lecturers have to adapt themselves to e-learning. This will lead to the interruption of teaching and learning activities (Duong 2020). According to Wiley Education Service (2020), 56% of college students use tablets or PCs to accomplish their courses. However, students from low-income families will fall behind their peers because of lacking equipment to study online (Phuong Oanh 2020). 3. Report’s main purpose and structure Analyzing the up-to-date issue of e-learning and designing online learning solutions for a practical institution, RMIT VietNam, is the priority mission of this paper. The Design Thinking approach will be applied in this report, which has 5 stages: Empathise, Define, Ideate, Prototype, and Test (Figure 1). This powerful process is aimed at promoting issue comprehension and framing, allowing creative solutions, and giving new views on our physical and social settings (RMIT University 2021). B. ANALYSIS. STAGE 1: Information gathering. During the Covid pandemic, social isolation was required. For their courses, RMIT Vietnam has provided an online learning platform. Online learning aims to provide learners with a satisfying learning experience using technical resources. However, the majority of RMIT students report that they are dissatisfied with e-learning platforms.

STAGE 2: Problem analysis and definition 1. Define the term a satisfactory online learning experience In my perspective, "Satisfaction" is a good sensation you get when you acquire what you desire or when you accomplish what you want to achieve while "Experience" refers to how something occurs and how it makes you feel. Then there's a class with a positive online learning experience, which is an online class where everything happens intending to meet all of the students' needs and make them feel good while studying because people are motivated to achieve certain needs (McLeod 2007). Furthermore, the longer such wants go unmet, the stronger the drive to meet them becomes (McLeod 2007). If the online teaching platform can help students to meet several criteria of Maslow's hierarchy of needs (Figure 2)

and apply The Community of Inquiry (Figure 3) model which is a solution for the lack of visual and sensory interaction developed by Randy Garrison at the same time, their motivation will expand exponentially to get what they want and acquire knowledge at the same time (Cong Hiep 2020). 2. Identify the factors that influence online learners' satisfaction with their learning experience. i. Social presence The free and open communication conditions inside the group are ensured through social presence (Garrison, D. Randy 2015). Social presence, or the sensation of being around a "real" person, is an important aspect of virtual interactions (Sivunen and Nordbäck, 2015). This factor can be interpreted as an effective way to reduce loneliness among students who can not see their friends and raise their mood for studying. Loneliness has been found to raise cortisol levels in the blood and diminish the effects of dopamine, the neurotransmitter that helps people enjoy things and increase productivity (Konnect Agency 2020). Moreover, social presence enables students to have a sense of acceptance as a member of a certain group and encourages them to express themselves, which is the psychological need in Maslow's hierarchy, need of belonging, and self-esteem. Clearly, in this kind of environment, it will boost their motivation and, therefore, the student will experience more effective learning. (Zoya 2018). RMIT uses advanced classroom software, allowing students not only to interact with the instructor during the lesson but also to divide the class into small groups, simulating real-life classroom experiences. And enhanced the content ' (RMIT University 2021)The problem is the online platform has limited the ability of students to interact with each other and, in some cases, teachers speak most of the time while students just listen with boredom most of the time.

ii. Cognitive presence Cognitive presence is to connect online lectures to learners' current knowledge, allowing them to create new information and knowledge (Pham 2020). The quantity and consistency of critical thinking, collective problem-solving, and sense creation that occurs in student-learns and students' perceptions are related to the quality of cognitive presence (Davis campus n.d.). RMIT Vietnam has utilized a variety of online platforms to improve academic discussion and assignment evaluation, thereby encouraging students to acquire critical thinking skills. Students can ask questions on the board or utilize the course's chat tool if they don't grasp something. Teachers and classmates are frequently willing to assist (Rmit university n.d.). Accordingly, in particular, students must feel emotionally fulfilled, and e-learning platforms should satisfy the factors and criteria required to foster creativity, improve critical thinking, and sustain motivation. The aim of any educational experience, whether it's online, face-to-face, or a hybrid of the two, is to structure it so that identified learning outcomes can be achieved (Garrison 2005). There is still a major issue, the participants are deafeningly silent or uninterested in the lecture. This issue could be caused by students' inability to find motivation on e-learning platforms during the lockdown period. iii. Teaching presence Teaching presence focuses on a particular teaching style or the dissemination of personal data leading up to the first lesson. The teacher should play a positive role in the

classroom by engaging students in additional activities, asking group questions, and soliciting feedback both during and after class (Pham 2020). Teachers at RMIT will distribute study materials and group activities to students throughout the week to enhance their learning. If students are having problems, they can contact the professors by email, chat, or by scheduling an appointment online. Students are also encouraged to seek academic guidance from other student support departments or look for tutors online, according to the organization (RMIT university 2020). Moreover, students can complete reports or presentations on an online platform instead of taking final examinations or going to school to submit papers. Teachers also make sure that the tasks are adapted to the resources that students have at home (RMIT university 2020). When meeting or interacting with instructors after class, some students claimed that they felt uncomfortable or afraid. Students will frequently ask their friends instead of addressing the teacher if they have questions concerning the lecture.

3. Identify alternative technical tools and their functions that could be used for online learning. RMIT has used a variety of alternative technological tools to overcome some of the problems mentioned above. These tools make university students' online studying more convenient, engaging, and connected.

i. Canvas: a. General information: Canvas LMS is a free and open-source web-based learning management system that enables institutions to manage digital learning. Firstly, teachers can construct and display learning materials as well as assess student performance. Secondly, students can participate in courses and receive feedback on their academic skills and learning achievement (Instructure 2021) (Rio Hondo Community College n.d.). b. Functions of canvas: Canvas has a plethora of tools, and the list below highlights some of the most noticeable features: Module: Modules are used in Canvas to organize your course content and create a learning path for students (LX Team 2021). This tool helps students to prepare for the next lesson and review the old ones with the provided learning materials in terms of slides, lesson records,s and other instructions. Assignment, mark, calendar: All of them provide students with clear information about their impotent deadlines and keep track of their progress. Collaborate Ultra: Collaborate Ultra is a real-time video conferencing solution that allows users to upload files, run polls, and engage using a virtual whiteboard, which is perfect when students are locked down in their home and have to learn online (Maher 2020). LockDown Browser: LockDown Browser is a secure browser that can be used to take Canvas quizzes. During an exam, it stops you from printing, copying, moving to another URL, or using other programs (Springshare 2020). This, too, ensures a fairly online test for every student.

ii. Microsoft Office 365 a. General information For learners, RMIT has provided a Microsoft Office 365 service package. RMIT students can access and utilize Microsoft software including Word, Excel, PowerPoint, Outlook, OneDrive, Access, SharePoint, Teams, and Sway by using the school's student account. Users can receive the newest Office programs, the flexibility to install applications on PCs, Macs, tablets, and phones, 1 TB of OneDrive cloud storage, and feature updates and upgrades which aren't accessible anywhere else with a Microsoft 365 subscription (Microsoft 2021). b. Functions of Microsoft Office 365 Students at RMIT can use Microsoft Office 365 to satisfy basic needs covered by the Microsoft Office 365 service, such as online learning through Teams, receiving important school updates via Outlook, and online teamwork with PowerPoint and Word. Excel and Access can also be used to satisfy the unique demands of specialist subjects. Students, in particular, will require technologies like these to meet the demands of group study and online assignments throughout the pandemic. iii. Kahoot! a. General information Kahoot! is a game-based educational platform that enables students to have fun in the lecture while also encouraging healthy competition (Kahoot! 2021). b. Function of Kahoot! According to studies, courses that utilized Kahoot! — particularly those who utilized it frequently — demonstrated a significant increase in attention, student involvement, engagement, enthusiasm, and contact between students and professors, as well as between learners and classmates (Wang 2021).

iv. Quizlet a. General information Quizlet provides free online study aids, such as flashcards and some other activities, to assist students in learning material (EdSurge n.d.). b. Function of Quizlet Exam preparation, which is a major cause of stress and worry for students, is made much easier with Quizlet. Students may put their newly generated definitions and terminology to the test. (Dillard 2018). Moreover, Quizlet has a cooperation with canvas. Therefore, RMIT students don't need to create flashcards by themselves. They just need to work on the learning materials that their teacher has prepared for them. C. Recommendations ( Stage 3,4,5) Since canvas is the main platform and Microsoft 365 helps students with their studies, its purpose is to announce to students their grades, upcoming assignments or new messages from the institute and teachers can access it to mark exam papers. Canvas is

considered as the only Learning Management System (Kim Ngan 2021). Currently, RMIT has used Canvas and Microsoft 365 as learning tools. Nevertheless, this section will propose more apps like Todait, Mentimeter, and Telegram to prevent the aforementioned problems. These apps will be used for specific issues. For example, Todait will be suitable for one struggling with motivation, and Mentimeter-Telegram is for creating more chances to interact.

1. Interaction. All of today's virtual classrooms were designed with student participation in mind. Many online courses include discussion boards and live video sessions as part of its interface, which students are urged to make use of. These applications may be used for nonacademic group conversations where classmates may communicate casually and bond, in addition to cooperating and exchanging knowledge (Contreras 2018). i. Mentimeter Make your lectures more dynamic by allowing students to actively engage in them by utilizing Mentimeter as a formative assessment tool. To begin with, this app engages students wherever they want by utilizing live polls ( Create Multiple Choice questions with predetermined answers to elicit quick replies from your audience that are accompanied by attractive real-time graphics). Thus, this tool can make students remember the information more quickly), Word Clouds (Create dynamic Word Clouds that highlight your student's most popular terms. Use this question type in the classroom, meetings, or training to display the answers in visually stunning visualizations that are sure to impress your students), multiple-choice quizzes (truly listen to your participants, use in a live situation or as part of a survey. Add photos and animations to your queries to increase interaction), and other tools. Moreover, it can track learning and comprehension by asking questions and downloading the answers. In addition, teachers can interact and communicate with their pupils. Furthermore, Mentimeter maintains an up-to-date understanding of the teaching syllabus so that no one misses anything and it allows for Q & A so that issues and questions may be discussed, addressed, and clarified. To sum up, all of these elements not only create a competitive atmosphere but also keep the class time fun and suitable (Mentimeter n.d.). ii. Telegram. Interaction is not a task; it is part of the online learning process and contributes to the formation of a supportive learning community. You may support these sorts of connections by utilizing the social networking features offered in many learning management systems, such as chat and web conferencing. There are 2 main kinds of absorbing knowledge: doing individual and group work. 1 lesson should have both 2 types of learning above Not only does the teacher teach, but he also lets the students work in groups and Telegram is one of the best choices for teachers: It is an instant messaging and voice over IP service delivered via the cloud. Users may trade messages, photographs, movies, stickers, audio, and files of any form. It offers instant messaging that is easy, quick, secure, and synchronized across all of your devices. Unlike Microsoft Teams, many other chat applications have fairly dull search tools. Telegram can quickly help you discover the needed chat message across many different discussions, with many other individuals, from the same search box. You don't need to complicate things; simply input the material you wish to discover, and Telegram will handle

the rest and Microsoft Teams can not do this function. As you know, chat tools are one of the critical tools that help students to interact with their teachers and classmates. So when communicating with each other, they have to read a lot of information about the lesson and without finding tools, it wastes a lot of time and some students give up finding them. It means that sometimes students are not clear about the content of the lessons ( Duy Luan 2019). 2. Motivation. Motivation is the main factor that directly affects a learner's study results because motivation helps people to operate everything efficiently. For example, students submit assignments on time. On the other hand, lacking motivation will lead to depression, confusion, and even dropping out of school. Before the covid-19 pandemic, students coped with many kinds of tasks in school, which has already reduced students' motivation because they do not know if their work is recognized. Moreover, due to the outbreak of covid-19, students have to shift to e-learning, which means students are free to learn in various destinations, but not all spaces are suitable for study (Kim Ngan 2021). Learners will be affected by their surroundings. This makes learners can not catch up with the assignment and even let them pile up more. The more tasks are not accomplished, the more motivated students lose. A solution will be built to solve the aforementioned problem. Breaking down a large task into small steps and archiving each one every day will increase learners' motivation to do the next thing (University of Georgia 2014). For example, during a week, students have to solve a test that requires about 3000 words. Therefore, they should manage their timetable to solve it by dividing the test in half and accomplishing it. To work out this problem more effectively, the solution recommends using Todait, an app that can help students focus on today’s task, achieve both short-term and long-term goals, create a to-do list, and suggest users how to decide the task so that the app can keep track more accurately. Furthermore, the application includes some unique features such as a briefing panel (use yesterday's data to adjust today's task), a calendar (keep track of your daily/weekly/monthly schedule) (Todait! n.d.).This app can be affiliated with Canvas and it is free, so everyone can use it. D. Conclusion. To summarize, there are a range of tools that can help you study better online. Although the trainers are aware that the initial step would be challenging, these obstacles might increase their incentive to work harder to make the online courses more appealing to students.

E. References. ●

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Bao Loan, 2021. Tu 12h ngay 25/5, Ha Noi dung hoat dong nha hang, quan cat toc, khu vui choi, cong vien, vuon hoa - Bo Y te - Trang tin ve dich benh viem duong ho hap cap COVID-19. [online] Bo Y te - Trang tin ve dich benh viem duong ho hap cap COVID-19. Available at: . Cacioppo, J.; Hawkley, L. 2010. "Loneliness Matters: A Theoretical and Empirical Review of Co...