RESEARCH ON ONLINE LEARNING, e LEARNING IMPACT ON STUDENT SATISFACTION

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATIONFACULTY FOR HIGH QUALITY TRAINING COURSE: DATAANALYSIS INSTRUCTOR: Ph.D Nguyen Khac Hieu RESEARCH ON ONLINE LEARNING, E-LEARNING IM

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION

FACULTY FOR HIGH QUALITY TRAINING

COURSE: DATAANALYSIS INSTRUCTOR: Ph.D Nguyen Khac Hieu

RESEARCH ON ONLINE LEARNING, E-LEARNING

IMPACT ON STUDENT SATISFACTION

AUTHORS:

Lê Hoàng Kim Thanh - 19124064 Nguyễn Mai Thảo - 19124065 Trần Thị Hải Yến - 19124043

SPECIAL THANKS TO

The first words allow the author to express sincere and deep gratitude to Ph.D Nguyen Khac Hieu - the scientific instructor for the author, directed the topic, directly guided and had valuable suggestions to help the author during the research implementation

The author would like to thank the teachers and teachers of Ho Chi Minh City University ofTechnology and Education for teaching and imparting valuable knowledge to the author asthe foundation for this study

At the same time, the author would like to thank the Masters and Postgraduate Department

of Ho Chi Minh City University of Technical Education for their enthusiastic help and guidance in completing the procedures related to the study assist

The author also would like to sincerely thank you, sisters and colleagues for creating

favorable conditions, providing documents, discussions to help the author complete the scales, surveys and take time to refer and answer the survey

Finally, the author would like to thank family and friends for their help and for creating a solid support for the author during the study and to obtain the research results

TABLE OF CONTENTS

SPECIAL THANKS TO 1

TABLE OF CONTENTS 2

1 INTRODUCTION 5

1.1 Reasons for choosing topics: 5

1.2 Research objectives 5

1.3 Research methods and data 6

1.3.1 Research methods: 6

1.3.2 Data: 6

1.4 Meanings of the research 6

1.5 Structure of reports 7

1.6 Definitions of key concepts 7

1.6.1 Online learning, E-learning concepts: 7

1.6.2 Student satisfaction with training activities concept: 7

1.6.3 University service quality concept: 8

1.6.4 The relationship between university service quality and student satisfaction: 8

2 LITERATURE REVIEWS AND RESEARCH MODEL 9

2.1 Literature reviews 9

2.2 Relevant research overview 11

2.2.1 Domestic research: 11

2.2.2 Research abroad: 13

2.3 Research model 19

2.4 Research Hypotheses 20

2.4.1 Applications: 20

2.4.2 Teaching methods: 21

2.4.3 Systems functionality: 21

2.4.4 Support services: 21

2.4.5 Interaction in the learning process: 21

2.4.6 Students Satisfaction: 21

2.4.7 The investment of the university: 21

3 RESEARCH METHODS 22

3.1 Research process 22

3.2 Scale construction 22

3.3 Data collection and sample 26

3.4 Data analysis (Theory) 26

3.4.1 Descriptive: 26

3.4.2 Cronbach's Alpha analysis: 26

3.4.3 Exploratory factor analysis (EFA): 27

3.4.4 Regression: 28

3.4.5 T-test, ANOVA: 28

4 RESEARCH RESULTS 28

4.1 Descriptive statistics 28

4.1.1 Demographics: 28

4.1.2 Descriptive statistics of variables: 31

4.2 Cronbach’s alpha analysis 32

4.2.1 APP (Non of Applications Factors): 32

4.2.2 TM (Non of Teaching Methods Factors): 33

4.4.3 SF (Non of System Functionality Factors): 33

4.4.4 SUPF (Non of Support Factors): 34

4.4.5 ITF (Non of Interaction in the learning process Factors): 34

4.4.6 SS (Non of Student Satisfaction): 34

4.4.7 INV (Non of The investment of your university): 35

4.3 Exploratory factor analysis (EFA): 35

4.4 Regression: 38

4.5 T-test, ANOVA: 38

5 CONCLUSIONS AND SUGGESTIONS 40

5.1 Conclusions 40

5.2 Suggestions 40

5.2.1 About applications: 40

5.2.2 About teaching methods: 40

5.2.3 About systems functionality: 41

5.2.4 About support services: 41

5.2.5 About interaction in the learning process: 41

5.2.6 About the investment of the university: 41

5.3 Limitations 41

REFERENCES 42

1 INTRODUCTION.

1.1 Reasons for choosing topics:

The year 2021 has been an eventful year with the most horrifying events - the Covid-19 pandemic is still ongoing Having delayed the process of activities to all areas of the world, even students' attendance to school in classes is minimized Online teaching method is applied instead This is a method that has appeared for a long time but has not been invested nor used prevailing in previous years Therefore, when teaching online has been introduced instead of traditional teaching methods, it has brought a lot of feedback from students - who are directly involved in acquiring knowledge through this learning method

Ho Chi Minh City University of Technology and Education is no exception, the school hasdeployed and introduced this learning method and applied it urgently to students, in order tosolve the difficult problem - the epidemic is impossible to school in front of me As well as

to ensure the school's students' learning and continuing on with the pace

Therefore, this survey aims to collect the most objective opinions from students of Ho Chi Minh City University of Technology and Education, as well as the satisfaction and actual learning results from the online teaching method this is new From that point out the

shortcomings and shortcomings of online learning and new directional solutions to improve the quality and conditions of online teaching and learning of Ho Chi Minh City University ofTechnology and Education Ho Chi Minh City, bringing student satisfaction, helps students have a learning condition and acquires knowledge through this learning in the most

comfortable and effective way

1.2 Research objectives.

General objective:

Determine the factors affecting the student satisfaction of Ho Chi Minh City University of Technology and Education with the online instruction, E-Learning Thereby proposal to upgrade and improve the online instruction, E-Learning

Detailed objectives:

Identify the advantages, quality and influence of the Ho Chi Minh City University of

Technology and Education’s online learning system

Determine the importance and level of students' absorption of knowledge through online learning methods Give some ideas, comments to improve the online learning system and

teaching efficiency on the online platform and bring satisfaction to students of Ho Chi Minh City University of Technology and Education about e-learning methods.

1.3 Research methods and data.

1.3.1 Research methods:

Quantitative research is done mainly by methods of online survey and mobile survey

The author relied on the results from studies with similar content to summarize the variables that affect student satisfaction when participating in online learning Then put into a survey

to get the opinion of students of Ho Chi Minh University of Technology and Education to synthesize the level of factors that create student satisfaction when studying online, and then propose solutions to improve and improve the quality of online teaching for students

Quantitative research is conducted as follows:

The author will design a survey based on variables of the same studies and the newly added variables

The author put the link to participate in the survey on the student group of Ho Chi Minh City University of Technology and Education for students to participate in the survey to get opinions

1.3.2 Data:

The data collection process is done according to a convenient method, the author performed

in parallel during the study:

- Select students who are currently studying at Ho Chi Minh City University of Technology and Education

- Send the survey to the subjects via the online form, link the survey form to the online discussion groups of students at Ho Chi Minh City University of Technology and Education

on the social networking site Facebook

- Recieve the survey via online survey, survey participants will be anonymous

- The author summarizes the survey questionnaires before conducting data entry and analysis

1.4 Meanings of the research.

Helping the Ho Chi Minh City University of Technology and Education to offer suggestions for improving the complete online learning system to effectively absorb students' knowledge,and propose measures to help students learn more effectively through the online learning system

6

1.5 Structure of reports.

Chapter 1: Introduction

Chapter 2: Literature reviews and research model

Chapter 3: Research methods

Chapter 4: Research results

Chapter 5: Conclusions and suggestions, implications of research for Ho Chi Minh City University of Technology and Education to improve online teaching methods

1.6 Definitions of key concepts.

1.6.1 Online learning, E-learning concepts:

Online learning or E-learning is a type of education and learning that uses the Internet as amedium Lecturers and students can use the E-learning system on PCs, tablets, or cellphoneswith an Internet connection to learn and train Teachers can use the E-learning platform todirectly instruct students or send and save lectures and lesson data, including images, videos,and audio, on the system Students can also see many lectures online or in person, interactwith other teachers and students, establish discussion topics in the forum, take tests, andmuch more

1.6.2 Student satisfaction with training activities concept:

There have been many conceptual studies on customer satisfaction, but these concepts are abstract and hazy because customer satisfaction is defined as meeting the requirements and wants of the consumer Researchers have proposed the following consumer satisfaction concepts:

The "Perception – Perception" hypothesis, which is used to examine consumer satisfaction with the quality of an agency's services or products, is a prominent theory for measuring customer satisfaction That idea is made up of two sub-processes that have independent effects on customer satisfaction: pre-purchase service expectations and post-purchase

service perception The total assessment of students' perceived value of training quality is based on their impression of what they gain and lose[ CITATION Trầ19 \l 1033 ] Student satisfaction with training activities is defined as the students' satisfaction with their training and working environment (training programs, textbooks, learning materials, training

organizations, staffs, etc.) lecturers, facilities, supporting equipment, support services, etc.)

to meet the demand to become a skilled trainer [ CITATION LêT14 \l 1033 ]

1.6.3 University service quality concept:

There are a lot of different viewpoints when it comes to educational services Manyindividuals believe that education is a government-provided service Private educationalinstitutions, in fact, provide educational services Higher education services are progressivelybecoming a known concept for many individuals in Vietnam nowadays However, there arenumerous points of view and disputes regarding higher education services in non-publiccolleges Higher education is a service, a marketable commodity that is both collective(decided by the state and the general public) and marketable (determined by the market) Insome elements, such as competition and monopoly, higher education is still subject to stateinvolvement to some level For a variety of reasons, higher education must be managed bythe government Most crucially, the key human resource for socioeconomic development isthe result of higher education However, some modern viewpoints hold that higher educationservices lack sufficient features to be termed a pure public benefit and instead possess severalsignificant features of a private good Customers in higher education are more aware of theirwants than service suppliers That is the ideal environment for the market mechanism inhigher education to flourish

1.6.4 The relationship between university service quality and student satisfaction:

Education is one of the service sectors, and it is regarded as the backbone, contributing significantly to a country's development and economy Universities in the country, as well asaround the world, have a problem in terms of education quality (Ha Nam Khanh Giao, 2018) “Students, on the other hand, are a university's "clients" (Huang, 2009)

“Service is one of the major components that enhance positive values and can affect the performance of a university,” Berry (1995) remarked The perception of student happiness

as a critical instrument for improving university service quality “Higher education can be considered as a “pure service,” suggesting that it has all the distinct qualities of a service,” according to Oldfield & Baron (2000) As a result, “it is critical to attempt to analyze the degree of service quality and to understand the numerous aspects that affect total service quality, which is a factor for educational institutions to design their services in the best possible way,” according to the report (Firdaus, 2006)

2 LITERATURE REVIEWS AND RESEARCH MODEL.

2.1 Literature reviews.

E-learning is a type of service in which students will be involved in the service deliveryprocess In the field of human-machine interaction, the experience through the interactions affects their satisfaction And after the experience process, the user will evaluate the

difference between the original desire and the reality received and this difference is

aggregated to create their satisfaction or dissatisfaction about the information system Therefore, the process of assessing user satisfaction must be carried out before and after exposure to the system In which there are some famous models such as a model of End-users computing statisfaction by Doll and Torkzadeh (1988)

Picture 2.1 Research Model “The Measurement of End-User Computing Satisfaction”

Source: Doll and Torkzadeh (1988)

Picture 2.2 Research Model “The Measurement of End-User Computing Satisfaction”

Source: Doll and Torkzadeh (1988)

In a traditional data processing environment (Figure 2.1), the user interacts with the computer indirectly through an analyst/programmer (Analyst/Programmer) or through operations (Operations) Periodic reports may be required from activities For ad hoc or non-recurring requests an analyst/programmer helps the user In this environment, users may not

be aware of specific programs that are run to generate reports In an end-user computing environment (Figure 2.2), decision makers interact directly with application software to enterinformation or prepare output reports The environment includes a database, a base model, and an interactive software system that allows the user to interact directly with the computer system Figures 2.1 and 2.2 do not depict all the differences between traditional and end-user computing environments Other differences such as software, hardware, support

requirements, and control procedures are not illustrated Instead, the purpose of these figures

is to illustrate that, in an end-user computing environment, analysts/programmers and

operations staff are not directly involved in supporting users, more responsible users for theirown application

The model is applied to perform measurement scales for customer satisfaction for online programs such as a research model on student satisfaction for e-learning

Picture 2.1 Research Model “Investigation and integration of critical success factors for e-Learning learner satisfaction: A case of University of Economics and Law”

Source: Vu Thuy Hang and Nguyen Minh Tuan (2013)

2.2 Relevant research overview.

2.2.1 Domestic research:

(1) Vu Thuy Hang and Nguyen Manh Tuan (2013) researched “ Investigation and

integration of critical success factors for e-Learning learner satisfaction: A case of

University of Economics and Law”.

The research is mainly aimed at surveying the success factors of e-Learning from the

student's perspective In this study, the author chose the specific case of University of

Economics and Law and conducted a survey of 40 students and alumni majoring in

Management Information Systems on a series of ERP related subjects through analyzed using the Fuzzy AHP tool

The result:

The result is ease of use, enthusiastic faculty with students, and up-to-date learning

resources that make the most sense These characteristics are installed into e-Learning and then student satisfaction is re-evaluated Essential factors for success in e-Learning

implementation are confirmed But the author also asserts that the factors affecting the

success of e-Learning are necessary but not sufficient conditions for the success of that system in particular and of the information system in general.

(2) Bui Kien Trung (2016) researched “The relationship between training service quality and student satisfaction and loyalty in E-Learning distance learning”.

Research on the relationship between training service quality and student satisfaction and loyalty in DTTX-E is a highlight in the development of distance learning programs in

Vietnam Components of evaluating training service quality have a positive influence on satisfaction and an indirect influence on student loyalty in TTX-E Student satisfaction is the satisfaction with the services provided by the program, student loyalty is measured through attitudinal loyalty (Perception-Emotion-Action)

Picture 2.3 Research Model “The relationship between training service quality and

student satisfaction and loyalty in E-Learning distance learning”

Source: Bui Kien Trung (2016)

The results:

Findings suggest that interactivity is an essential component of satisfaction and persistence for online learners and that preferences for online interactivity vary according to the type of student Student–instructor contact was also identified as a critical factor in student

satisfaction and persistence among online students

Picture 2.4 Research model of “The Role of Interactivity in Student Satisfaction and

Persistence in Online Learning.”

(2) Michele T Cole, Daniel J Shelley, and Louis B Swartz (2014) Researched “Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study.”

This study was conducted over 3 years, on the satisfaction of graduate students and undergraduate students with online teaching at a university Five hundred and fifty-three students participated in the study Responses were consistent throughout, although some differences were noted in student satisfaction with their experience There were no

statistically significant differences in satisfaction levels based on gender, age or educationlevel

The results:

Despite the skepticism that online learning has been proven to be effective and at the same time save money (Bowen, 2013), online education seems to be here to stay To date, there have been many studies on student satisfaction and student learning There seems to be a consensus that both online and ambient tutorials are effective (Wagner, Garippo, & Lovaas, 2011) In Callaway's study (2012), researchers found, positive interactions, with instructors and with other students seem to go hand in hand with student satisfaction Blended

instruction is a way to foster interaction while providing convenience and the ability to learn

at one's own pace

(3) Lana C Jackson, Ph.D., Stephanie J Jones, Ed.D., Roy C Rodriguez, Ph.D (2010) researched “Faculty actions that result in student satisfaction in Online courses.”

This study identified faculty actions that positively influence student satisfaction in the online classroom at the community college level Data were collected from student reviews

of two web-based courses at two Texas community colleges

This study is based on the evaluation of previous studies on satisfaction in using

information technology systems From there, building a theoretical model of the factors determining the satisfaction of e-learning in teaching and learning of junior high school teachers There are three main defined groups: user-related characteristics, organizational characteristics, and e-learning system characteristics

The results:

The results show that the teacher's characteristics such as attitude, anxiety and efficiency will to a large extent affect whether the system will operate effectively or not Besides, teachers also need to be supported to change their pedagogy Organization of support in terms of; training, techniques and management, are all important factors needed to motivate teachers to adopt innovation The e-learning system is also very important in ensuring that teachers are satisfied after using it Aspects such as flexibility, interactivity, perceived

usefulness, and perceived ease of use must be considered

(5) Yu-Chun Kuo, Andrew E Walker, Brian R Belland and Kerstin E E Schroder (2013) researched “A Predictive Study of Student Satisfaction in Online Education Programs”

This study has determined that learner-instructor interaction, learner-content interaction, and self-efficacy on the Internet are significant predictors of student satisfaction in online

learning process Learner interaction with content is the strongest predictor of any important predictor of student satisfaction In addition, gender and class level significantly influence the interaction between learners and learners

The results:

The results show that the interaction between learners and instructors, interaction between learners with content and their own effectiveness on the Internet are good predictors of student satisfaction while interacting among students and self-regulated learning methods did not contribute to student satisfaction Learner interaction and content explained the biggest difference in student satisfaction In addition, gender, class level, and time spent online per week appear to influence learner-student interaction, Internet effectiveness, and self-regulation

Table 2.1 Summary of relevant research results.

methods

16

10

2.3 Research model.

Through the process of studying models from previous studies, the author found that there are many research problems about student satisfaction with E-learning They almost only focus heavily on research on certain subjects, but forget about the complementary factors in creating student satisfaction in E-learning There are some factors in the table that are similar to our factor in our model so we decided to group them together and as a result

we have 7 factors affecting student satisfaction member for E-learning The author has researched this issue through a survey of students in the University of Ho Chi Minh

Technology and Education So our research is one of those worth doing

Along with that, summarizing the actual situation about online learning system in ouruniversity, we propose a research model on the factors affecting the student satisfaction of

Ho Chi Minh City University of Technology and Education with the online instruction, Learning including 7 factors: (1) Applications, (2)The investment of the university, (3)Students Satisfaction, (4 ) Teaching methods, (5) System functionality, (6) Interaction in thelearning process, (7) Support Services

H1: Applications have a positive relationship with satisfaction.

success of e-Learning are necessary but not sufficient conditions for the success of

that system in particular and of the information system in general.

(2) Bui Kien Trung (2016) researched “The relationship between training service quality

and student satisfaction and loyalty in E-Learning distance learning”.

Research on the relationship between training service quality and student satisfaction