{"title":"Driving forces of student satisfaction with online learning in the context of the COVID-19 pandemic: Evidence from Viet Nam","authors":"Nhung Trinh, Thi Ngo, Cham Nguyen","doi":"10.1007/s11159-023-10033-x","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL REVIEW OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11159-023-10033-x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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.