The Vital Role of Student Social Interaction Outside Class in the University Environment

Abstract

Soft skills training is usually a topic of attention and evaluation among university lecturers and educational scholars in Vietnam. However, there are still numerous issues with the evaluation at the time, which is why this study focuses on the value of soft skills courses at Ho Chi Minh City Open University. The essay specifically examines after-school social contact between university lecturers and students to be a component that has a significant influence on students' demand for social connection after extracurricular activities. The findings of analysing and examining data gathered on more than 300 students from Ho Chi Minh City Open University's majors reveal that the importance of implementing and maintaining social contacts among students helps the development of communication skills in students. This is regarded as a vital requirement for raising the lesson's interest. During these social encounters, most students have a pretty high degree of pleasure with their lecturers. Following that, research suggests that many students still struggle to maintain and create relationships with their peers. Finally, the author provides several options for promoting students' social communication both during and after school hours References Argyle, M. (2017). Social interaction. Routledge. Cotet, G. B., Balgiu, B. A., & Zaleschi, V. C. (2017). Assessment procedure for the soft skills requested by Industry 4.0. In MATEC web of conferences (Vol. 121, p. 07005). EDP Sciences. Ellwood, R., & Abrams, E. (2018). Student’s social interaction in inquiry-based science education: How experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13(2), 395-427. Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and information technologies, 22(2), 623-645. Hằng, N. V. T., Meijer, M. R., Bulte, A. M., & Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 665-693. Khá, N. N. (2019). Vận Dụng Tư Tưởng Hồ Chí Minh Về Tính Gương Mẫu, Tinh Thần Đoàn Kết, Dân Chủ Của Nhà Giáo Vào Việc Giáo Dục Đạo Đức Nhà Giáo Cho Sinh Viên Sư Phạm Hiện Nay. Tạp chí Khoa học, 16(11), 838. Mamurov, B. B. (2017). The Need to Prepare Future Teachers to Design a Student-Centered Educational Process. Eastern European Scientific Journal, (4). Morrison, K. E., DeBrabander, K. M., Jones, D. R., Ackerman, R. A., & Sasson, N. J. (2020). Social cognition, social skill, and social motivation minimally predict social interaction outcomes for autistic and non-autistic adults. Frontiers in Psychology, 3282. Smelser, N. J. (2013). Comparative methods in the social sciences. Quid Pro Books. Sousa, M. J., & Rocha, Á. (2017, April). Game based learning contexts for soft skills development. In World Conference on Information Systems and Technologies (pp. 931-940). Springer, Cham. Sternstein, M. (2017). Barron's AP Statistics. Simon and Schuster. Tejada, J. J., & Punzalan, J. R. B. (2012). On the misuse of Slovin’s formula. The philippine statistician, 61(1), 129-136. Ward, W. A. (2020). William Arthur Ward quotes. Inspirational Words of Wisdom Website.