Factors Affecting Online Teachers’ Satisfaction Amid the COVID-19 Pandemic
Main Article Content
Abstract
This study explores the factors that affect lecturers’ satisfaction when teaching online during the period of the COVID-19 pandemic at a big university in Vietnam using mixed methods approach, frequency analysis, correlation and multivariate regression techniques. The study results show that the main factors affecting lecturers’ satisfaction were their interaction with students, their technology skills, institution support and students’ online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face teaching modes to ensure quality of teaching and to enhance lecturers’ satisfaction in the future digitalization in higher education institutions.
Keywords:
COVID-19, satisfaction, interaction, regression, applications, online learning behaviour, blended-learning.
References
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[29] J.W. Creswell, Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 3rd ed. California: SAGE Publications, Inc., 2009.
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[31] T. Hoang, N.M.N. Chu, Data Analysis with SPSS Vol. 1. Ho Chi Minh: Hong Duc Publishing House, 2008.
[32] R. Moralista, R.M.F. Oducado, Faculty Perception Toward Online Education in Higher Education During the Coronavirus Disease 19 (COVID-19) Pandemic, SSRN, 2020.
[33] F.D. Davis, Technology Acceptance Model for Empirically Testing New End-User Information Systems: Theory and Results, Massachusetts Institute of Technology, 1986.
[34] H.D.L. Thuy, H.T. Truong, Intergrating Theory of Planned Behaviour (TPB) and Technology Accepted Model (TAM) in Proposing Analytical Framework of Learner Behaviour Towards
E-Learning During The Covid-19 Pandemic in Vietnam, TNU - Journal of Science and Technology 225(07) (2020) 549-556 (in Vietnamese).
[35] N.T.M. Vui, N.H. Van, N.H. Duong, P.N. Thach, Online learning: Factors affecting student satisfaction. VNU Journal of Social Sciences and Humanities 6(2) (2021) 12-20 (in Vietnamese).
[36] L.S. Bacow, W.G. Bowen, K.M. Guthrie, K.A. Lack, M.P. Long, Barriers to Adoption of Online Learning Systems in U.S. Higher Education, Higher Education, 2012, pp. 1-33.
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[38] R. Boelens, M. Voet, B. De Wever, The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning, Computer & Education 120 (2018) 197-212. https://doi.org/10.1016/j.compedu.2018.02.009.
[39] P. Minh, B.N.T. Anh, Analysis of factors affecting the intention to participate in the E-Learning from the lecturer's viewpoints: A case study of Vietnam, Ho Chi Minh City Open University Journal of Science 15(1) (2020) 55-64 (in Vietnamese).
[2] L. Zhou, F. Li, A Review of the Largest Online Teaching in China for Elementary and Middle School Students During the COVID-19 Pandemic, Best Evidence of Chinese Education 5(1) (2020) 549-567. https://doi.org/10.15354/bece.20.re040.
[3] P. Lowenthal, J. Borup, R. West, L. Archambault, Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic, Journal of Technology and Teacher Education 28(2) (2020) 383-391.
[4] A. Nagar, Assessing Students’ perception towards e-learning and effectiveness of online sessions amid Covid-19 Lockdown Phase in India: An analysis, UGC Care Journal 1913 (2020) 272-291.
[5] V. Shenoy, S. Mahendra, N. Vijay, COVID-19: Lockdown Technology Adaption, Teaching, Learning, Students Engagement and Faculty Experience, Mukt Shabd Journal 9(4) (2020) 698-702.
[6] K.J.B. Talidong, C.M.D. Toquero, Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19, Journal of Loss Trauma, 2020, pp. 1-7. https://doi.org/10.1080/15325024.2020.1759225.
[7] R. Moralista, R.M.F. Oducado, Faculty Perception Toward Online Education in Higher Education During the Coronavirus Disease 19 (COVID-19) Pandemic, Social Science Research Network (SSRN).vhttps://papers.ssrn.com/sol3/papers.cfm?abstract_id=3636438/, 2020 (accessed 14 July 2020).
[8] C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, M. Koole, Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity, Postdigital Science and Education, 2020, pp. 1-23. https://doi.org/10.1007/s42438-020-00155-y.
[9] D.U. Bolliger, O. Wasilik, Factors influencing faculty satisfaction with online teaching and learning in higher education, Distance Education 30(1) (2009) 103-116. https://doi.org/10.1080/01587910902845949.
[10] T.M. Hieu, Lecturers’ satisfaction in teaching and researching at An Giang University, AGU International Journal of Science 1(2013) (2013) 91-100 (in Vietnamese).
[11] R. Sharma, J. Jyoti, Job satisfaction of university teachers: An empirical study, Journal of Services Research 9(2) (2009) 51-80.
[12] R.D. Williams, C. Reavis, Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System, Doctoral Thesis, Georgia Southern University, 2009.
[13] R.R. Henke, S.P. Choy, X. Chen, S. Geis, M.N. Alt, America’s Teachers: Profile of a Profession, 1993-94, Washington, DC: U.S. Department of Education, 1997.
[14] N.P. Wingo, N.V. Ivankova, J.A. Moss, Faculty perceptions about teaching online: Exploring the literature using the technology acceptance model as an organizing framework, Online Learn 21(1) (2017) 15-35.
https://doi.org/10.10.24059/olj.v21i1.761.
[15] I.E. Allen, J. Seaman, D. Lederman, S. Jaschik, Conflicted: Faculty and online education, 2012.
[16] S.J. Daniel, Education and the COVID-19 pandemic, Prospects, 2020. https://doi.org/10.1007/s11125-020-09464-3.
[17] S.G. Gibson, M.L. Harris, S.M. Colaric, Technology Acceptance in an Academic Context: Faculty Acceptance of Online Education, Journal of Education and Business 83(6) (2008) 355-359. https://doi.org/10.3200/joeb.83.6.355-359.
[18] W.T. Wang, C.C. Wang, An empirical study of instructor adoption of web-based learning systems, Computer & Education 53 (2009) 761-774. https://doi.org/10.1016/j.compedu.2009.02.021.
[19] T.T.K. Dung, T.T. Thuy, Motivation, satisfaction and intention to continue online learning: Applying the theory of use and satisfaction during the Covid-19 pandemic, Journal of Asia Business and Economics Studies 31(1) (2020) 5-28 (in Vietnamese).
[20] N.T. Dai, Quality assurance in online training: Proposing a new approach in Vietnam. Workshop “Quality improvement in university governance”, Vietnam National University - Ho Chi Minh City, University of Socical Sciences and Humanities, 2020.bhttps://hal.archives-ouvertes.fr/hal-03123378/document/, 2020 (accessed 15 May 2020) (in Vietnamese).
[21] Y. Kuo, A.E. Walker, B.R. Belland, K.E.E. Schroder, A predictive study of student satisfaction in online education programs, The International Review of Research in Open Distance Learning 14(1) (2013) 16-39.
[22] B.G. Gameel, Learner Satisfaction with Massive Open Online Courses, American Journal of Distance Education 31(2) (2017) 98-111. https://doi.org/10.1080/08923647.2017.1300462.
[23] M.G. Moore, Editorial: Three Types of Interaction, American Journal of Distance Education 3(2) (1989) 1-7. https://doi.org/10.1080/08923648909526659.
[24] D.D. Chapman, Contingent and Tenured/Tenure-Track - Faculty: Motivations and Incentives to Teach Distance Education Courses, Online Journal of Distance Learning Administration 14(3) (2011) 1-15.
http://www.westga.edu/~distance/ojdla/fall143/chapman143.html.
[25] J.C. De Gagne, K.J. Walters, The Lived Experience of Online Educators: Hermeneutic Phenomenology, Journal of Online Learning and Teaching 6(2) (2010) 1-11.
[26] K. Lackey, Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online, Online Journal of Distance Learning Administration 14(5) (2011) 1-27. https://doi.org/10.1632/ade.56.13.
[27] H. Van Son, L.D. Long, D.D. Hoi, N.T. Huan, G.T. Vu, Satisfaction in E-Learning Courses for Undergraduate Students of Ho Chi Minh City University of Education: A Case Study on the Course An Introduction to the Teaching Career, Proceedings of the 2020 11th International Conference on E-Education, E-Business,
E-Management, and E-Learning, 2020, pp. 150-157. https://doi.org/10.1145/3377571.3377589.
[28] J.B. Rounds, R.V. Dawis, L.H. Lofquist, Measurement of person-environment fit and prediction of satisfaction in the theory of work adjustment, Journal of Vocational Behavior 31(1987) (1987) 297-318.
https://doi.org/10.1016/0001-8791(87)90045-5.
[29] J.W. Creswell, Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 3rd ed. California: SAGE Publications, Inc., 2009.
[30] J.F. Hair, W.C. Black, B.J. Babin, R.E. Anderson, Multivariate Data Analysis, 8th ed. Hampshire: Cengage Learning EMEA, 2018.
[31] T. Hoang, N.M.N. Chu, Data Analysis with SPSS Vol. 1. Ho Chi Minh: Hong Duc Publishing House, 2008.
[32] R. Moralista, R.M.F. Oducado, Faculty Perception Toward Online Education in Higher Education During the Coronavirus Disease 19 (COVID-19) Pandemic, SSRN, 2020.
[33] F.D. Davis, Technology Acceptance Model for Empirically Testing New End-User Information Systems: Theory and Results, Massachusetts Institute of Technology, 1986.
[34] H.D.L. Thuy, H.T. Truong, Intergrating Theory of Planned Behaviour (TPB) and Technology Accepted Model (TAM) in Proposing Analytical Framework of Learner Behaviour Towards
E-Learning During The Covid-19 Pandemic in Vietnam, TNU - Journal of Science and Technology 225(07) (2020) 549-556 (in Vietnamese).
[35] N.T.M. Vui, N.H. Van, N.H. Duong, P.N. Thach, Online learning: Factors affecting student satisfaction. VNU Journal of Social Sciences and Humanities 6(2) (2021) 12-20 (in Vietnamese).
[36] L.S. Bacow, W.G. Bowen, K.M. Guthrie, K.A. Lack, M.P. Long, Barriers to Adoption of Online Learning Systems in U.S. Higher Education, Higher Education, 2012, pp. 1-33.
[37] H. Minh, Teaching - Learning Online: The opportunity to digitize tertiary education, Dai doan ket Newspaper. http://daidoanket.vn/day-hoc-truc-tuyen-co-hoi-so-hoa-dao-tao-dai-hoc-464343.html/, 2020 (accessed 25 April 2020) (in Vietnamese).
[38] R. Boelens, M. Voet, B. De Wever, The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning, Computer & Education 120 (2018) 197-212. https://doi.org/10.1016/j.compedu.2018.02.009.
[39] P. Minh, B.N.T. Anh, Analysis of factors affecting the intention to participate in the E-Learning from the lecturer's viewpoints: A case study of Vietnam, Ho Chi Minh City Open University Journal of Science 15(1) (2020) 55-64 (in Vietnamese).
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