Driving forces of student satisfaction with online learning in the context of the COVID-19 pandemic: Evidence from Viet Nam

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-13 DOI:10.1007/s11159-023-10033-x
Nhung Trinh, Thi Ngo, Cham Nguyen
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Abstract

At a time when the world has suffered such an unprecedented event as the COVID-19 pandemic, it is essential to conduct research to evaluate the relationship of student satisfaction with interaction, Internet self-efficacy, and self-regulated learning in a fully online learning environment. The results of a survey of 290 students at a university in Viet Nam, using partial least squares structural equation modelling (PLS-SEM), indicate that four types of interaction (learner–learner interaction, learner–instructor interaction, learner–content interaction, and learner–technology interaction) positively and significantly affected students’ satisfaction with online learning, whereas Internet self-efficacy and self-regulated learning were not found to be significant predictors. These findings are crucial for enhancing the quality of online learning, which is regarded as not only the best cure for the massive global crisis COVID-19 has caused in education but also an innovative advancement compared with traditional face-to-face education. The authors discuss practical implications for instructional and course design, as well as directions for future research.

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在 COVID-19 大流行的背景下学生对在线学习满意度的驱动力:来自越南的证据
在全球遭遇新冠肺炎大流行等前所未有的事件之际,有必要开展研究,评估学生满意度与全在线学习环境下的互动、网络自我效能感和自主学习之间的关系。利用偏最小二乘结构方程模型(PLS-SEM)对越南一所大学290名学生的调查结果表明,四种类型的互动(学习者-学习者互动、学习者-教师互动、学习者-内容互动和学习者-技术互动)对学生的在线学习满意度有显著的正向影响,而网络自我效能感和自我调节学习并不是显著的预测因素。这些发现对于提高在线学习的质量至关重要。在线学习不仅被认为是解决COVID-19造成的大规模全球教育危机的最佳方法,而且与传统的面对面教育相比,它是一种创新的进步。作者讨论了教学和课程设计的实际意义,以及未来的研究方向。
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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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