FACTORS INFLUENCING STUDENT SATISFACTION OF ONLINE LEARNING WITHIN A VIETNAMESE UNIVERSITY CONTEXT DURING THE COVID-19 PANDEMIC
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Published:
Sep 24, 2022
Keywords:
Covid-19 pandemic, learning quality, managerial implications, online learning, student satisfaction
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Abstract
Covid-19 created an unprecedented and severe crisis in Ho Chi Minh City. One of the more serious consequences of the Covid-19 pandemic has been social distancing. For the education system, the pandemic has directly affected students’ learning processes. Students have to study online at the begining of the new school year. This study aimed to investigate and clarify the impact of factors affecting the satisfaction of university students in Ho Chi Minh City in the online learning process. A total of 999 university students participated in a student satisfaction survey. The survey results show that most of students participating in the survey are satisfied with their online learning process. Many factors had a positive influence on students’ satisfaction in online learning, in which learning conferencing software had the greatest influence. Another finding was that there is a huge difference in students’ responses to learning conferencing software. The
study determined that the experience of using learning conferencing software influences student satisfaction, and it evaluated which learning conferencing software is the most optimal. Students satisfaction also varied depending on the number of academic years which the respondents had previously completed. This study’s findings are valuable for higher education administrators who want to improve student satisfaction with online
learning as it makes suggestions and recommendations to improve the quality of online learning and student satisfaction in Vietnam.
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1.
Pham Nguyen TN, Nguyen BM, Vo BT. FACTORS INFLUENCING STUDENT SATISFACTION OF ONLINE LEARNING WITHIN A VIETNAMESE UNIVERSITY CONTEXT DURING THE COVID-19 PANDEMIC. journal [Internet]. 24Sep.2022 [cited 26Apr.2024];12(48):11-3. Available from: https://journal.tvu.edu.vn/index.php/journal/article/view/1105
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of Social Sciences and Humanities [Tạp chí Khoa học Xã
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in the context of the Covid-19 pandemic: Impacts and
issues. [Bảo đảm và kiểm định chất lượng giáo dục đại
học trong bối cảnh đại dịch Covid 19: Tác động và vấn
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Khoa học Giáo dục Việt Nam]. 2021;37: 1–8.
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work for designing smart learning environments. Smart
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development framework. Smart Learning Environments.
2018;3(5): 1–25.
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Pandemic on Madura lsland, lndonesia. International
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2020;19(8): 233–254.
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literature. Jurnal Pengajian Media Malaysia. 2021;23(1):
15–28.
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of higher education in economics in Romania. International Review of Economics Education. 2021;37: 1–14.
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[16] Yilmaz O. E-learning: Students input for using mobile
devices in science instructional settings. Journal of Education and Learning. 2016;5(3): 182–192.
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[18] Angeliki P, Asimina M, Eleni B. When Instruction Meets
Design: Embedding Instructional Theory. Paper presented at: the International Association for Education and
Training. Rome, Italy; 2005.
[19] Brown AR, Voltz BD. Elements of effective eLearning
design. The International Review of Research in Open
and Distance Learning. 2005;6(1): 217–226.
[20] Steen HL. Effective eLearning design. MERLOT Journal
of Online Learning and Teaching. 2008;4(4): 526–532.
[21] Kind T, Evans Y. Social media for lifelong learning.
International Review of Psychiatry. 2015;27(2): 124–132.
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A, Mubin MF, Aziz F, Astutik W, Hasanah U.
Learning media used by Indonesian students during
the pandemic Covid 19. In: Online International
Conference on Life Sciences (OICLS-20). 2020.
Green Global Research, Education & Event
Network. Available from: https://www.greennetworkevents.com/all_images/file_580.pdf [Accessed 28th
December 2021].
[23] Sakkir G, Dollah S, Ahmad J. Favorite E-learning media
in pandemic Covid-19 era. Jurnal Studi Guru Dan Pembelajaran. 2020;3(3): 480–485.
[24] Fuady I, Sutarjo MAS, Ernawati E. Analysis of students’
perceptions of online learning media during the Covid-
19 pandemic (Study of E-learning media: Zoom, Google
Meet, Google Classroom, and LMS). Randwick International of Social Science Journal. 2021;2(1): 51–56.
[25] Atina A. The effectiveness of using distance learning
media in the Covid-19 pandemic at SDN 50 Mandau. JURNAL PAJAR (Pendidikan dan Pengajaran). 2020;4(6):
1324–1333.
[26] A’yun K, Suharso P, Kantun S. Google Classroom as
the online learning platform during the Covid-19 pandemic for the Management Business student at SMK
Negeri 1 Lumajang. In IOP Conference Series: Earth
and Environmental Science,3rd International Conference
on Environmental Geography and Geography Education.
2020. EastJava. East Java, Indonesia: IOP. 2021: 1–7.
[27] Yildiz EP, Tezer M, Uzunboylu H. Student opinion scale
related to Moodle LMS in an online learning environment: Validity and reliability study. International Journal
of Interactive Mobile Technologies. 2018;12(4): 97–108.
[28] Pei L, Wu H. Does online learning work better than
offline learning in undergraduate medical education? A
systematic review and meta-analysis. Medical education
online. 2019;24(1): 1–13.
[29] Baber H. Determinants of students’ perceived learning
outcome and satisfaction in online learning during the
pandemic of COVID-19. Journal of Education and Elearning Research. 2020;7(3): 285–292.
[30] Lindgaard G, Dudek C. What is this evasive beast
we call user satisfaction?. Interacting with Computers.
2003;15(3): 429–452.
[31] Luong Dinh Hai, Nguyen Xuan An, Nguyen Hoai Thu,
Vu Thi Phuong Thao. Students’ perceptions and attitudes
towards learning through online conferencing tools in the
context of the Covid-19 pandemic. [Nhận thức và thái độ
của sinh viên đối với việc học tập thông qua các công cụ
hội nghị trực tuyến trong bối cảnh đại dịch COVID-19].
Vietnam Journal of Science and Education [Tạp chí Giáo
dục]. 2020;480(2): 60–64.
[32] Tran Quoc Trung. Online learning management system in
higher education. [Hệ thống quản lí học tập trực tuyến
trong giáo dục đại học]. Vietnam Journal of Science
and Education [Tạp chí Khoa học Giáo dục Việt Nam].
2021;1: 66–71.
[33] Le Huu Nghia, Huynh Thi Luu Kim Huong, Le Thi
Lan Phuong, Lam Cam Tien, Cao Thi Thuy Ha, Nguyen
Van Dan. Online teaching during the Covid 19 disease
pandemic at the Faculty of Traditional Medicine - Ho
Chi Minh City University of Medicine and Pharmacy:
lecturers and student perspectives. [Đánh giá của giảng
viên và sinh viên về chất lượng phần mềm và hiệu quả
dạy – học trực tuyến mùa dịch Covid-19 tại Khoa Y hoc
cổ truyền - Trường Đại học Y Dược Thành phố Hồ Chí
Minh]. Ho Chi Minh City University of Education Journal
of Science [Tạp chí Khoa học Trường Đại học Sư phạm Hồ
Chí Minh]. 2021;18(2):358–367.
[34] Malik MW, Mubeen G. Student satisfaction towards
E-learning: Influential role of key factors. In:
2nd Comsats international business research
conference (CBRC). 2009. Lahore, Pakistan.
https://lahore.comsats.edu.pk/abrc2009/Proceedings/All
20papers/STUDENT20SATISFACTION20TOWARD
S20E-LEARNING20INFLUENTIAL20ROLE20OF20
KEY20FACTORS20(mahwish20w.20malik).pdf
[Accessed 30th December 2021].
[35] Singh S, Rylander DH, Mims TC. Efficiency of online vs.
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