Online learning readiness and online learning system success in Vietnamese higher education

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS International Journal of Information and Learning Technology Pub Date : 2022-02-24 DOI:10.1108/ijilt-03-2021-0044
L. Pham, Thoa Thi Kim Dau
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引用次数: 7

Abstract

PurposeThe article aims examine an integrated model of the technology acceptance model (TAM), the unified theory of acceptance and use of technology (UTAUT) and DeLone and McLean information systems (D&M IS) success model to determine the effects of online learning readiness (OLR) on learners' online learning system (OLS) usage and their satisfaction. The authors also investigate the relationship between performance expectancy, effort expectancy, social influence and OLR of students. Moreover, this work examines the mediate role of learner satisfaction in the linking of OLS usage and performance in Vietnamese higher education.Design/methodology/approachA total of 558 valid questionnaires were collected from students at five large universities in Vietnam to test the fit of proposed model, measurement model and structural relationships between constructs by using partial least squares (PLS) path analytics.FindingsPerformance expectancy, effort expectancy and social influence have significant positive effects on OLR of students in online learning context. OLR has a positive impact on both learner satisfaction and OLS usage. The learner performance is significantly influenced by satisfaction while it is indirectly affected by OLS usage via satisfaction. In addition, OLS usage plays as a partial mediation variable in the relationship between OLR and satisfaction. The path model could explain 56% of variance of the learner performance.Research limitations/implicationsThis study has a few limitations. First, this study is cross-sectional, which allows the elaboration of correlations between variables but lacks confidence in causality exploration. Second, the self-reported data are inherently subjective, which might generate biased results in measuring learner performance.Practical implicationsThis research has implications for instructors and higher education organizations. The findings provide insights for instructors to manage efficiently the OLS adoption of students. Higher education organizations should understand and identify factors in terms of OLR, OLS usage, learner satisfaction and learner performance when OLSs are implemented in university. Performance expectancy, effort expectancy and social influence have been criticized for considering OLR.Originality/valueThis is the first empirical study to determine relationship between performance expectancy, effort expectancy, social influence, OLR, OLS usage, satisfaction and performance in the context of online learning environment in Vietnam.
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越南高等教育的在线学习准备和在线学习系统的成功
目的研究技术接受模型(TAM)、技术接受与使用统一理论(UTAUT)和DeLone和McLean信息系统(D&M IS)成功模型的集成模型,以确定在线学习准备(OLR)对学习者在线学习系统(OLS)使用及其满意度的影响。作者还调查了学生的成绩预期、努力预期、社会影响和OLR之间的关系。此外,本研究还考察了学习者满意度在越南高等教育中OLS使用与表现之间的中介作用。设计/方法/方法从越南五所大型大学的学生中收集了558份有效问卷,通过偏最小二乘(PLS)路径分析来测试所提出的模型、测量模型和结构之间的结构关系的拟合度。研究结果:在网络学习环境中,表现预期、努力预期和社会影响对学生的OLR有显著的正向影响。OLR对学习者满意度和OLS使用都有积极影响。学习者的表现受到满意度的显著影响,而通过满意度间接受到OLS使用的影响。此外,OLS的使用在OLR和满意度之间的关系中起着部分中介变量的作用。路径模型可以解释学习者表现的56%的方差。研究局限性/含义这项研究有一些局限性。首先,这项研究是横断面的,它允许详细阐述变量之间的相关性,但对因果关系探索缺乏信心。其次,自我报告的数据本质上是主观的,这可能会在衡量学习者表现时产生有偏见的结果。实践意义本研究对教师和高等教育组织具有启示意义。研究结果为教师有效管理学生采用OLS提供了见解。在大学实施OLS时,高等教育组织应了解并确定OLR、OLS使用、学习者满意度和学习者表现等方面的因素。绩效预期、努力预期和社会影响因考虑OLR.Originality/value而受到批评。这是第一项确定越南在线学习环境中绩效预期、工作预期、社会影响、OLR、OLS使用、满意度和绩效之间关系的实证研究。
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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