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.
Today, in addition to the criteria of knowledge or work experience, employers also require candidates to have soft skills (practical skills in society). The results of a survey 1 have shown that soft skills are one of the most important and influential factors for success in the workplace. More specifically, according to a study from Harvard University 2, soft skills determine 75% of success in life, work, and study. Theoretically, educational institutions should be responsible for the development of soft skills in learners 3. Therefore, many training models and innovative methods have been proposed to improve the quality and suit the educational process of learners 4.
In addition, the Fourth Industrial Revolution and the Internet era have ushered in a period of revolutionary change in online learning. Instead of being confined to specific times and locations, learners now have the flexibility to access courses from any location and at their own pace. When compared to traditional teaching models, it becomes apparent that online learning models like E-learning or B-Learning offer several notable advantages, including:
○ The use of illustrations and audio enhances the engagement and interest of learners during lectures.
○ Training institutions find it easier and more cost-effective to update their curriculum, as it requires less time and resources.
○ Learners have the freedom to manage their time and progress, adjusting the pace of the course to align with their abilities. This enables learners to enhance their performance and complete the course more effectively.
However, these online learning models still have certain disadvantages and cannot entirely replace traditional training models. One significant reason is the limited effectiveness of online learning in teaching practical and experimental content. Developing skills in soft skills subjects necessitates real-world training and hands-on experience (or simulated reality). At present, within the teaching framework of Hanoi University of Science and Technology (HUST), learners acquire theoretical knowledge through video lectures and exercises on the Learning Management System (LMS) system, followed by the application of that knowledge to problem-solving in face-to-face classrooms. Nevertheless, practical experience indicates that learning theory solely through the LMS system is not truly effective, as theoretical content lacks real-world application for learners. Consequently, learners tend to passively memorize knowledge without gaining a deep understanding, which subsequently affects the amount of time dedicated to practical training during face-to-face sessions.
To ensure that non-contact classroom hours are used effectively, teachers must adopt appropriate teaching and learning strategies. This paper focuses on surveying the current status of soft skills teaching at HUST. Based on the obtained results, we will propose an online teaching model with suitable methods for the subjects.
Teaching methods play an important role and have a great influence on students' comprehension. Along with the development of society, teaching models and methods are constantly renewed to meet the needs of learners. In order to improve the transfer and development of this skill to students, scientists and educators have undertaken several studies and recommended various teaching techniques. Based on the characteristics of soft skills, scientists and educators have conducted numerous research studies and proposed new teaching methods such as case-based learning 5, 6, project-based learning 7, 8, problem-based learning (PBL) [9-11] 9 to enhance the transmission and development of these skills for students.
There are diverse and rich teaching methods for soft skills, among which case-based learning stands out. This method encourages students to engage in real-life situations, particularly in life and work contexts, to effectively practice and apply soft skills. By facing and solving challenges in real-life situations, students have the opportunity to develop decision-making, creativity, and quick reflex skills, thus becoming more confident and adaptable in their daily activities. This method has been applied at the Indian Medical Council and received positive feedback from students 5. Through this teaching method, students feel they can better store knowledge and relate it to clinical knowledge of basic science. In another study, case-based learning was also applied to 115 undergraduate nursing students from a medical university in southern China 12. They were split into two groups: the intervention group, which received case-based instruction in developing health assessment abilities, and the control group, which received standard instruction based on the student’s preferences. The results indicated that for undergraduate nursing students learning health assessment techniques, unfolding case-based learning may be effective and successful.
Project-based learning is another highly effective method of teaching soft skills. Students are assigned specific projects and tasked with collaborative work, planning, organizing tasks, and critical thinking. Through participating in projects, students not only learn how to work efficiently in a team but also develop project management skills and problem-solving abilities. This equips them with the necessary skills to face and overcome future challenges. The study 6 conducted by the University of Kembangan of Malaysia, using project-based learning as a teaching method, yielded promising results in developing students' soft skills. The approach involved assigning students specific projects and encouraging collaborative work, task planning, organization, and critical thinking. The findings indicated that students who participated in real workplace projects demonstrated significant improvements in various aspects of soft skills. Firstly, they showed enhanced abilities to work efficiently in a team, fostering a sense of cooperation and effective communication among group members. This is a crucial skill in today's work environment, where teamwork is often a key component of successful projects and tasks. Secondly, the students displayed better capabilities in handling personal conflicts. As conflicts can arise in any work setting, the development of conflict resolution skills through project-based learning becomes highly valuable. The student’s ability to address disagreements and find amicable solutions highlights the effectiveness of this teaching approach in preparing them for real-world challenges. Lastly, project-based learning positively impacted the students' problem-solving abilities. The practical nature of the projects provided opportunities for students to tackle complex problems, think critically, and devise creative solutions. This experience equipped them with the confidence and competence to face future challenges, both in their academic pursuits and in their professional careers.
The two methods above have been shown to be effective in teaching soft skills. However, it can be seen that the goal of the two methods above is the result of the task. This is not suitable for students who come from many different majors, such as HUST. Meanwhile, PBL is a teaching method in which learners play a central role and teachers play a supporting role. Based on the problem of open topics raised by the lecturer, learners can learn, analyze, and develop answers to these challenges. Students get the ability to think creatively and approach problems proactively as a result. This enables them to become dynamic and assured in their job while tackling complicated issues and consistently seeking innovative solutions. Additionally, the inquiry and problem-solving processes will give students the abilities they need to satisfy employer demands.
The study aims to evaluate the effectiveness of B- Learning in teaching soft skills and proposes a technique for organizing soft skills instruction. Thus, we focused on solving the following issues:
○ Utilize research methods to study materials on teaching soft skills and problem-based teaching methods.
○ Gather statistics from the LMS on the number of students watching online lectures and conduct a questionnaire survey to collect data on the frequency of users accessing course video lectures on the system.
○ Conduct classroom observations for soft skills and interview a group of teachers regarding the challenges of B-Learning. Explore students' needs for support to enhance the effectiveness of B-Learning in the future. Hence, investigate the necessity to innovate teaching methods in accordance with PBL.
To collect information for the article, the research team gathered data on the number of students participating in lectures conducted on the LMS during scheduled Blended Learning (B-Learning) sessions at HUST. Additionally, a social survey was conducted through questionnaires to assess the frequency of user engagement with course video lectures on the system. The survey link was distributed to all students, resulting in 139 participants. The collected survey data were processed using Excel software with simple descriptive statistical methods.
To identify challenges in online learning and students' support needs, crucial for the proposed innovation in PBL, the research involved direct classroom observations and interviews with faculty members teaching soft skills. This approach aimed to understand current limitations in teaching from the educators' perspective, informing the development of teaching methods suitable for soft skills.
Utilizing Google Forms as the primary research tool, the survey method included a variety of question types such as multiple-choice, open-ended, and matrix-style questions. The survey focused on students' characteristics, online learning difficulties, and support requirements to enhance future online learning effectiveness. The survey link was disseminated to all soft skills students, and 139 students actively participated.
The collected data, both from the survey and the observational method, were meticulously processed and analyzed using Excel software. The documentary research method was employed to present a comprehensive overview of the topic, contributing to a flexible and insightful analysis of the article.
Currently, HUST is providing soft skills training according to the flipped classroom model. The process of organizing teaching is carried out as shown in Figure 1. Students will take the following steps in the direction of the arrow to acquire knowledge and form skills:
○ Step 1: Learn knowledge through watching video lectures on the LMS.
○ Step 2: Draw experience from the knowledge learned in the video lecture and do multiple-choice exercises or discuss on the LMS system.
○ Step 3: Apply the knowledge and experience gained during the practice process to form skills.
As mentioned in Section 3, to gather feedback on the situation, we conducted surveys for both subjects: lecturers and students.
4.1. Students’ Survey on the Frequency of Users Accessing Course Video Lectures on the SystemObservation and statistics of students' activities on the LMS showed that: The number of students watching video lectures was not high, focusing mainly on doing multiple-choice exercises to complete the task. Many students completely do not follow the lecture. Observation and statistics on a random class starting on April 5, 2022, and ending on July 12, 2022, with 203 students, gave the following results: In the first online lesson on the system, the number of students who watched the most was only about 25% of the total number of students in the class (Figure 2a). The number of students who followed the lecture decreased in the following sessions, and there were times when the number of lessons was less than 10% of the total number of students in the class (Figure 2b). Besides, this result is completely consistent with the results of a quick survey using a questionnaire given to 139 students studying soft skills (Figure 3).
According to the survey results, the number of learners who regularly follow the lectures is very small, even more than 20% of learners rarely follow these lectures. The fact that students rarely follow the lectures on the LMS system causes a waste of learning resources as well as affects the ability to apply knowledge to form skills when participating in live classes, thus also affecting the quality of soft skills learning.
There are many reasons why students rarely follow lectures, including the fact that the lecture content is still quite abstract. Students learn and memorize knowledge mechanically and passively without knowing how to apply it in real-life situations. Besides, the system only saves time when learners log in to the system and the activities that learners have performed without saving the results of the activities, so it is difficult for lecturers to support learners in a timely manner.
The survey results show that the actual situation of implementing non-contact lessons with lecturers in soft skills subjects is not effective, not fully exploiting the strengths of the application of technology to support learners. How do students effectively use non- lectures’classroom hours? How can learners learn more actively, understand deeply, and know how to apply the learned knowledge to solve practical situations? These are questions posed to the research team. Looking for an answer, the research team found that method innovation is a prerequisite. Based on the results of the review, the research team proposes to use the problem-based teaching method to teach soft skills. However, in order to use the teaching method effectively, the LMS also needs to add some supporting features such as grouping, group activity management, performance management, marking, and system analysis...
To evaluate the present state of teaching soft skills from an expert standpoint, we conducted interviews with three lecturers who specialize in this subject. Overall, their opinions indicate that the Soft Skills training at HUST is currently being delivered through B-Learning, a method considered beneficial for its flexibility. This approach allows students to acquire theoretical knowledge at any time through an online learning environment while still ensuring the opportunity to practice theoretical knowledge through traditional in-person learning.
However, despite the advantages, there are drawbacks. According to the first lecturer, this solution is still limited as learners often neglect theoretical knowledge due to the unmanaged learning environment. Additionally, providing individualized support to each student in a large class proves to be very challenging. Insufficient practice time in class for each student is not enough for the size of the student population in a given class, as highlighted by him. As pointed out by the second lecturer, students exhibit a lack of active engagement in studying and participating in quizzes. Additionally, they do not possess proper and sufficient awareness of the skills offered by the soft skills subject. Furthermore, the third lecturer emphasized that the theoretical content lacks a close connection to real-life situations, resulting in significant challenges for students in applying acquired knowledge.
Furthermore, based on classroom observations, lecturers have also noticed that students enjoy engaging in discussions and expressing their opinions on topics relevant to their lives. Many students prefer collaborating on significant assignments, such as play-acting or creating role-playing video recordings, to practice a cluster of fundamental personal skills like life values, positive thinking, and time management, as well as individual skills such as communication, presentation, and persuasion. According to the second lecturer, incorporating short real-life situation videos on the LMS can enhance students' learning effectiveness. The first lecturer suggests that skills assessment should involve group exercises, requiring members to demonstrate their soft skills in specific situations.
Based on the feedback from the group of lecturers, we have determined that adopting B-Learning is appropriate for the current soft skills classroom model at HUST. However, to enhance students' engagement in learning and facilitate the application of acquired soft skills in real-life situations, there is a need for innovative teaching methods. Through document research, observations, and insights from the lecturers, we propose a process for organizing the teaching of soft skills using the problem-based teaching method, supported by an information technology system.
PBL involves learning through problem solving. Although problems or tasks do not always have "solutions," PBL provides a diverse learning environment in which learners determine what to study and learn from examining the problems they encounter 13. Problems are used as a tool to gain both the necessary basic knowledge and the skills to "solve' them 14. The basis of PBL is that learners learn by doing.
As such, PBL is a teaching method in which real-world problems are used as a vehicle to motivate students to learn concepts and principles. Instead of passively learning and absorbing a huge and boring amount of knowledge, learners can actively be led into the problems, self-direct themselves through the task-solving process. In addition, the process of collecting and exchanging information also increases the attractiveness of the subject, self-study ability, and teamwork skills of learners. The process of organizing teaching according to the PBL method for soft skills is shown in Figure 4:
○ Step 1: Assign problems/tasks
Based on the objectives and output standards of the subject and of each lesson, lecturers compile practical problems. When teaching according to PBL, the lectureris no longer the transmitter of information but takes on the role of the instructor. Lecturers need to design learning tasks so that learners who complete the tasks will achieve the set learning goals. The lecturer divides groups randomly (9–11 people per group) and assigns tasks (problems) to groups of students on the LMS system, ensuring that all members of the group receive the tasks.
○ Step 2: Hold the first group meeting
After receiving the assignment, the members learn about the problem and determine the schedule of the first group meeting with lecturers, which will be conducted in an online format. The group elects the group leader and group secretary to manage the group's activities. During the meeting, group members will discuss the issue, specifically: their own understanding of the problem; the relevant knowledge and essential information needed to solve the problem; specific research tasks to be accomplished prior to the feedback session; assign specific tasks to members; and plan group activities. The group secretary records the minutes of the meeting. Team members are responsible for carrying out the assigned tasks according to the plan. The lecturer does not interfere with the management of group procedures.
○ Step 3: Research
Between the two sessions, the team members performed the research task assigned at the first meeting. The results of the task must be presented in Word or PowerPoint form and reported to the group at the feedback session. Materials for student research can be consulted from sources that have been verified and provided on the LMS (including video lectures) and from extensive student resources available from external sources. Make sure there is enough time between the two sessions for the individuals to conduct the research.
○ Step 4: Feedback session
At the feedback session, the members report back on the results of their research activities as assigned to the group. After listening to the members' reports, the discussion group proposes the best solution to the problem. The teacher listens and asks probing questions if there are points that need clarification or gaps that have not been covered.
○ Step 5: The group's response
Report the results of the group's task performance. It can be implemented in many different forms, depending on the requirements of the problem posed. All individual and group performance results are submitted and stored on the system. The teacher conducts grading for individuals and groups. The scores are saved on the LMS system and can be used to calculate the final score of the course.
5.2. The Supplemental Information Technology System for Teaching Soft Skills’ CoursesTo organize the teaching of soft skills using the PBL method in the form of learning-Learning, we propose to use an information technology system that can support students and lecturers in performing the following capabilities (Figure 5):
Lecturers:
○ Grouping
○ Assign tasks
○ Exchange of information
○ Evaluation of the mission
Students:
○ Get assignment
○ Exchange of information
○ Submit assignments
○ Monitor task status
The process of teaching organizations based on the PBL method with a supplementary intelligent technology system is described as follows:
○ Step 1: Assign learning tasks.
Lecturers use the system's grouping function to randomly divide students into groups. Considering the number of groups and learning objectives, lecturers then create suitable learning tasks (problems) and assign them to the groups using the task assignment function.
○ Step 2: Conduct the first meeting.
Students confirm their groups and receive the assigned tasks. Members exchange information and coordinate the scheduling of their initial group meeting through the information exchange function. These meetings, facilitated by lecturers, take place online, and the outcomes are documented as text within the system.
○ Step 3: Research
Following the plan in step 2, group members engage in proactive learning of documents and carry out assigned tasks collaboratively. Students have the flexibility to refer to documents from evaluated sources, video lectures available on the LMS system, or other extensive resources they may search for independently. Individual performance outcomes are submitted and recorded on the system, adhering to the group work plan deadlines, utilizing the assignment submission function within the system.
○ Step 4: Feedback session meeting
Facilitate online meetings with lecture involvement, during which group members present the outcomes of their assigned tasks. The lecturer actively listens and, if needed, poses guiding questions. The group engages in discussions to collectively determine the optimal solution for problem-solving.
○ Step 5: Group’s response
The report summarizing the outcomes of the group's activities takes place offline and can manifest in various forms such as presentations, role plays, videos, etc., contingent on the specific requirements of the raised problem. All individual and group performance results are recorded on the system using the assignment submission function. Lecturers assess both individual and group performances, with the scores being saved on the LMS system. Additionally, these scores can be statistically calculated to determine the final subject score.
This solution not only supports students have more interest in learning, but it also ensures the ability to master key knowledge. By going through real-life situations, learners are equipped with the ability to apply skills effectively instead of just grasping the surface of knowledge, which is information such as concepts, definitions, etc.
5.3. DiscussionThe results of observations and statistics on students' activities on LMS indicate the necessity of the proposed soft skills training model. The number of students watching video lectures is not high, with most of them focusing on completing multiple-choice exercises as part of their tasks. There are even students who completely disregard the lectures. Observations and statistics from a random class that took place between April 5, 2022, and July 12, 2022, with a total of 203 students, provided the following results: In the first online lesson on the system, only about 25% of the total number of students in the class watched it the most (Figure 2a). The number of students following the lectures decreased in subsequent sessions, with instances where it dropped to less than 10% of the total number of students in the class (Figure 2b).
Based on these findings, the proposed training model is deemed necessary to enhance the effectiveness of learning. Firstly, this model can foster positive interaction between instructors and students. By employing innovative teaching methods and tools, the model can stimulate students' interest and engagement with the learning content. This, in turn, can encourage students to actively watch video lectures and follow the lectures more attentively. Secondly, the proposed model can provide diverse learning activities to capture students' interest. Instead of solely relying on multiple-choice exercises, the model can incorporate soft skills learning methods such as group discussions, real-world projects, or creative thinking. This will make the learning experience more engaging and meaningful for students while developing essential skills such as teamwork, problem-solving, and creativity. Lastly, the soft skills training model can offer personalized feedback and support to individual students. By monitoring students' activities on the system, the model can identify individual difficulties and challenges that students may face. Based on this information, the model can provide customized feedback and guidance to support students in overcoming their obstacles and making progress in their learning.
This research has indicated that it is possible to enhance the effectiveness of soft skills learning at the University of Engineering and Technology, Hanoi, by utilizing a PBL approach and implementing it through a B-Learning format. To facilitate the implementation of this approach, a comprehensive information technology system needs to be developed. This system allows for the following functionalities: grouping of instructors, assigning learning tasks, exchanging information, and evaluating students' task completion. Students can receive tasks, exchange information with their peers and instructors, submit assignments, and track the progress of their tasks.
Therefore, to implement this methodology in a B-Learning format, it is crucial to establish an information technology system that supports these functionalities. This system will provide a platform for instructors to group students, assign tasks, exchange information, and assess the outcomes of students' task completion. Students, on the other hand, can receive tasks, communicate with their peers and instructors, submit assignments, and monitor the status of their tasks. By integrating this technology system, the university can effectively facilitate the implementation of PBL in a B-Learning environment, leading to improved learning outcomes for students in the field of soft skills.
In this paper, we have proposed a teaching model using problem-based teaching for the subject of soft skills at HUST as a teaching strategy. This model can help effectively use non-lecturer classroom hours like B-Learning because of its encouraging nature, motivating students to come up with ways to solve problems. However, this needs to be tested in practice to prove the effectiveness of the model. In the near future, we will conduct implementation in the soft skills classes of HUST to verify the feasibility of the model.
The research is sponsored by Hanoi University of Science and Technology (HUST) under project number T2022-PC-063. The authors would like to thank Phung Tran Gia Bao for participating in the research.
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | |||
| [3] | B. Schulz, “The importance of soft skills: Education beyond academic knowledge,” 2008. | ||
| In article | |||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article PubMed | ||
| [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. | ||
| In article | View Article PubMed | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | |||
| [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. | ||
| In article | View Article PubMed | ||
| [13] | G. Gibbs, “Improving the quality of student learning through course design,” Learning to effect, pp. 149–165, 1992. | ||
| In article | |||
| [14] | H. S. Barrows, “A taxonomy of problem‐based learning methods,” Medical education, vol. 20, no. 6, pp. 481–486, 1986. | ||
| In article | View Article PubMed | ||
Published with license by Science and Education Publishing, Copyright © 2023 Pham Hong Hanh, Vu Dinh Minh, Dang Thi Van and Nguyen Thi Thanh Tu
This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit
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| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | |||
| [3] | B. Schulz, “The importance of soft skills: Education beyond academic knowledge,” 2008. | ||
| In article | |||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article PubMed | ||
| [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. | ||
| In article | View Article PubMed | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | View Article | ||
| [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. | ||
| In article | |||
| [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. | ||
| In article | View Article PubMed | ||
| [13] | G. Gibbs, “Improving the quality of student learning through course design,” Learning to effect, pp. 149–165, 1992. | ||
| In article | |||
| [14] | H. S. Barrows, “A taxonomy of problem‐based learning methods,” Medical education, vol. 20, no. 6, pp. 481–486, 1986. | ||
| In article | View Article PubMed | ||
