Factors Influencing University Student Satisfaction with Online Learning in Vietnam
Main Article Content
Abstract
Student satisfaction with online learning is critical for universities in developing countries. However, little is known on the impact of contextual and personal factors on the engagement and satisfaction of university students in developing countries with online learning. This study conducted a survey research to explore the factors determining on university student satisfaction with online leanring in Vietnam. It examines a sample of 427 undergraduate students at a leading multidisciplinary university who have experienced online learning for their university courses since early 2020. The structural equation modelling analyses using Smart PLS indicated that online learning service quality and student self-efficacy had significant relationships with student engagement which led to student satisfaction. In the online education context of Vietnam, although online learning service quality and student self-efficacy had effects on both behavioural, cognitive and emotional engagement, only behavioural and cognitive engagement had significant relationships with student satisfaction. The findings provides implications for educators in Vietnam to enhance the effectiveness of online learning.
Keywords:
Online learning, service quality, student self-efficacy, student engagement, student satisfaction, Vietnam
References
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[2] H. C. Wei, C. Chou, Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter?, Distance Education, Vol. 41, No. 1, 2020, pp. 48-69.
[3] M. A. Fauzi, E-learning in Higher Education Institutions during COVID-19 Pandemic: Current and Future Trends through Bibliometric Analysis, Heliyon, 2022.
[4] L. Pham, Y. B. Limbu, T. K. Bui, H. T. Nguyen, H. T. Pham, Does E-learning Service Quality Influence E-Learning Student Satisfaction and Loyalty? Evidence from Vietnam, International Journal of Educational Technology in Higher Education, Vol. 16, No. 1, 2019, pp. 1-26.
[5] R. Panigrahi, P. R. Srivastava, P. K. Panigrahi, Effectiveness of E-learning: the Mediating Role of Student Engagement on Perceived Learning Effectiveness, Information Technology and People, Vol. 34, No. 7, 2021, pp. 1840-1862.
[6] G. E. Sayad, N. H. Md Saad, R. Thurasamy, How Higher Education Students in Egypt Perceived Online Learning Engagement and Satisfaction during the COVID-19 Pandemic, Journal of Computers in Education, Vol. 8, No. 4, 2021, pp. 527-550.
[7] L. She, L. Ma, A. Jan, H. Sharif Nia, P. Rahmatpour, Online Learning Satisfaction during COVID-19 Pandemic among Chinese University Students: The Serial Mediation Model, Frontiers in Psychology, Vol. 12, 2021,
pp. 743936.
[8] D. J. Lemay, P. Bazelais, T. Doleck, Transition to Online Learning during the COVID-19 Pandemic, Computers in Human Behavior Reports, Vol. 4, 2021, pp. 100130.
[9] M. Angelova, Students' Attitudes to the Online University Course of Management in the Context of COVID-19, International Journal of Technology in Education and Science, Vol. 4, No. 4, 2020, pp. 283-292.
[10] P. Chakraborty, P. Mittal, M. S. Gupta, S. Yadav, A. Arora, Opinion of Students on Online Education during the COVID‐19 Pandemic, Human Behavior and Emerging Technologies, Vol. 3, No. 3, 2021, pp. 357-365.
[11] H. Nguyen, T. Pham, Is COVID-19 an Opportunity to Strengthen Online Teaching, University World News, No. 16, 2020.
[12] H. C. Nguyen, P. Le My, Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions, VNU Journal of Science: Education Research, Vol. 35, No. 1, 2018.
[13] Y. M. Tang, P. C. Chen, K. M. Law, C. H. Wu,Y. Y. Lau, J. Guan, G. T. Ho, Comparative Analysis of Student's Live Online Learning Readiness during the Coronavirus (COVID-19) Pandemic in the Higher Education Sector, Computers and Education, No. 168, 2021, pp. 104211.
[14] A. Herbert, S. Nykvist, B. T. H. Man, M. H. T. Thi, L. D. T. Thuy, T. T. A. Truong, Shifting Identities and Changing Mindsets: A Case of Lecturers Adopting Digital Pedagogies in Vietnam. Impacts of COVID-19 Pandemic's Distance Learning on Students and Teachers in Schools and in Higher Education: International Perspectives, 2022, pp. 445-467.
[15] T. N. Tran, Readiness, Preparation and Effectiveness of Online Teaching and Learning in Vietnam Tertiary Education, Proceedings of the AsiaCALL International Conference, No. 621, 2021, pp. 157-167.
[16] D. Bui, P. Nguyen, N. Truong, Difficulties of Vietnamese Students in Studying Online in the Context of COVID-19 Pandemic, 2020.
[17] X. Chen, S. Chen, X. Wang, Y. Huang, I was Afraid, but Now I Enjoy being a Streamer! Understanding the Challenges and Prospects of Using Live Streaming for Online Education, Proceedings of the ACM on Human-Computer Interaction, Vol. 4, No. CSCW3, 2021, pp. 1-32.
[18] S. P. L. Sim, H. P. K. Sim, C. S. Quah, Online Learning: A Post COVID-19 Alternative Pedagogy for University Students, Asian Journal of University Education, Vol. 16, No. 4, 2021, pp. 137-151.
[19] M. A. Nasa'h, F. M. A. Awwad, I. Ahmad, Estimating Students' Online Learning Satisfaction during COVID-19: A Discriminant Analysis, Heliyon, Vol. 7, No. 12, 2021.
[20] H. Jiang, A. A. Islam, X. Gu, J. M. Spector, Online Learning Satisfaction in Higher Education during the COVID-19 Pandemic: A Regional Comparison between Eastern and Western Chinese Universities, Education and Information Technologies, 2021, pp. 1-23.
[21] P. C. Sun, R. J. Tsai, G. Finger, Y. Y. Chen, D. Yeh, What Drives a Successful E-Learning? An Empirical Investigation of the Critical Factors Influencing Learner Satisfaction, Computers and Education, Vol. 50, No. 4, 2008, pp. 1183-1202.
[22] D. McFarland, D. Hamilton, Factors Affecting Student Performance and Satisfaction: Online versus Traditional Course Delivery, Journal of Computer Information Systems, Vol. 46, No. 2, 2005, pp. 25-32.
[23] V. Cofini, E. Perilli, A. Moretti, V. Bianchini, M. Perazzini, M. Muselli, S. Necozione, E-learning Satisfaction, Stress, Quality of Life, and Coping: a Cross-sectional Study in Italian University Students a Year After the COVID-19 Pandemic Began, International Journal of Environmental Research and Public Health, Vol. 19, No. 13, 2022, pp. 8214.
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[25] F. Martin, D. U. Bolliger, Developing an Online Learner Satisfaction Framework in Higher Education through a Systematic Review of Research, International Journal of Educational Technology in Higher Education, Vol. 19, No. 1, 2022, pp. 1-21.
[26] S. Gunuc, A. Kuzu, Student Engagement Scale: Development, Reliability and Validity, Assessment and Evaluation in Higher Education, Vol. 40, No. 4, 2015, pp. 587-610.
[27] P. Redmond, L. Abawi, A. Brown, R. Henderson, A. Heffernan, An Online Engagement Framework for Higher Education, Online Learning Journal, Vol. 22, No. 1, 2018, pp. 183-204.
[28] M. D. Dixson, Measuring Student Engagement in the online Course: The Online Student Engagement Scale (OSE), Online Learning, Vol. 19, No. 4, 2015.
[29] G. Maimaiti, C. Jia, K. F. Hew, Student Disengagement in Web-based Videoconferencing Supported Online Learning: an Activity Theory Perspective, Interactive Learning Environments, 2021, pp. 1-20.
[30] J. T. Wong, A. Mesghina, E. Chen, N. A. Yeung, B. S. Lerner, L. E. Richland, Zooming in
or Zoning out: Examining Undergraduate Learning Experiences with Zoom and the Role of Mind-wandering, Computers and Education Open, No. 4, 2023, pp. 100118.
[31] T. M. Wut, J. Xu, S. W. Lee, D. Lee, University Student Readiness and its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning, Education Sciences, Vol. 12, No. 7, 2022, pp. 442.
[32] F. Martin, B. Stamper, C. Flowers, Examining Student Perception of Readiness for Online Learning: Importance and Confidence, Online Learning, Vol. 24, No. 2, 2020, pp. 38-58.
[33] J. C. Anderson, D. W. Gerbing, Structural Equation Modeling in Practice: A Review and Recommended Two-step Approach, Psychological Bulletin, Vol. 103, No. 3, 1988, pp. 411.
[34] W. W. Chin, The Partial Least Squares Approach to Structural Equation Modeling, Modern Methods for Business Research, Vol. 295, No. 2, 1998, pp. 295-336.
[35] R. B. Kline, Principles and Practice of Structural Equation Modeling, Fourth ed., Guilford Publications, 2015.
[36] C. Fornell, D. F. Larcker, Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics, 1981.
[37] J. F. Hair Jr, G. T. M. Hult, C. M. Ringle, M. Sarstedt, A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), Sage Publications, 2017.
[38] K. J. Preacher, A. F. Hayes, Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models, Behavior Research Methods, Vol. 40, No. 3, 2008, pp. 879-891.
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