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INTRODUCTION
Background and rationale
Online learning, first proposed in 1995, offers benefits like flexibility and accessibility to multimedia resources, yet it also presents challenges such as potential isolation and reduced satisfaction The COVID-19 pandemic significantly increased the adoption of online learning globally, as highlighted in a World Bank report summarizing emergency responses from April to May 2020 across over 120 nations.
National initiatives for online programs supporting remote learning were widely developed and implemented across nations (Barron Rodriguez et al., 2021) A European Commission report indicates that a significant majority of teachers (66.9%) had to transition to online teaching for the first time due to the COVID-19 pandemic (Di Pietro et al., 2020).
The COVID-19 pandemic compelled Vietnamese educational institutions to transition to online learning to ensure the safety of students and staff This sudden shift to online education required rapid adaptation from teachers, students, and parents, leading to a mix of positive and negative reactions across the community.
UNICEF Vietnam conducted a survey to assess the social and economic impacts of COVID-19 on children and families, revealing increased stress, anxiety, and depression among children due to the pandemic Social distancing and school closures severely disrupted children’s daily lives, leading to boredom, disappointment, and anxiety Adolescents expressed fear of infection and anxiety over pandemic updates, with some children becoming afraid to even touch their homework Children and families in isolated areas experienced heightened anxiety.
Online education is a significant alternative to traditional education and a crucial component of future educational reform Maslow argued that human needs—Physiological, Safety, Love/belonging, Esteem, and Self-actualization—have a hierarchical order Self-esteem increases through love and connection, and self-actualization, maximizing one's potential, is possible once basic needs are met Fulfilling basic needs is crucial for achieving self-actualization and becoming one's best self, though Maslow later acknowledged the hierarchy's flexibility due to external factors and individual differences.
Ancient philosophers believed happiness stems from self-awareness and living virtuously Positive psychology emphasizes cultivating happiness and satisfaction over materialism, promoting connection and inner strength Embracing these qualities leads to appreciating life's joys through meaningful activities and relationships.
Fredericksen (2000) posited that heightened student satisfaction in distance learning correlates with improved learning outcomes Positive feelings and experiences during distance education significantly determine students’ satisfaction levels.
This study investigates student satisfaction with the quality of distance learning, incorporating positive psychology to identify positive factors that contribute to effective distance learning experiences.
The objectives of the study
The objectives of the study:
The study aims at identifying students’ attitudes towards distance learning from positive psychology perspectives and find out what factors contributing to students’ positive learning experience
This study investigates students' responses to the shift from traditional face-to-face learning to distance education, viewed through the lens of positive psychology, addressing key questions about this transition.
1 How satisfied are the students with Distance Education at the school?
2 What are other factors affecting the students’ optimistic distance learning experience?
The significance of the Study
This study examines distance education during the pandemic and stakeholder attitudes, aiming to benefit lecturers, students, and educational planners It is hoped that students will optimize online education, and teachers will adjust teaching methods for more effective lessons Furthermore, this research is intended to serve as a reliable reference for future educational strategies.
The scope of the study
This study investigates positive psychology within distance education at a Hanoi secondary school, focusing on factors influencing student satisfaction among 120 participants.
The method of the study
This research employs a sequential mixed-methods approach, beginning with a quantitative investigation of student satisfaction in distance learning through structured questionnaires, followed by qualitative methods to provide deeper insights.
To comprehensively gather data, a mixed-methods approach was employed, incorporating both quantitative and qualitative techniques Specifically, 120 participants engaged in paperwork to provide quantitative data In addition, semi-structured interviews were conducted with 30 students to gather qualitative insights, significantly enriching the data analysis process.
The organization of the thesis
This study consists of three main chapters:
Chapter 1 is the introduction which presents the rationale of the study, significance of the study, objectives, research questions, scope and method of the study
Chapter 2 is Literature Review This chapter copes with a theoretical background about writing skills and cooperative learning
Chapter 3 outlines the research methodology, restating the central research question and detailing the research design, data collection instruments, and procedures Chapter 4 focuses on data analysis and discussion, concentrating on the interpretation of collected data.
Chapter 5, namely Conclusion, is the last part which summarizes the main contents of the study, and gives some implications, limitations and suggestions for further research
In addition, some other parts of the study include the list of references and appendices.
LITERATURE REVIEW
Theoretical background of Distance Education
2.1.1 Distance Learning vs other learning forms
Technological advancements have enabled accessible distance learning Online learning, open learning, and blended learning share the common feature of leveraging internet-enabled electronic devices This offers learning opportunities from any location, at any time, at any pace, and through various methods.
Online learning fosters a student-centered and innovative educational experience by offering flexible synchronous and asynchronous environments accessible through various devices.
Blended learning is a way of learning that combines traditional classroom lessons with lessons that use computer technology and may be given over the internet
E-learning is learning done by studying at home using computers and courses provided on the internet
Open learning offers learners flexibility in time, place, instructional methods, and access modes Ideally, open learning is accessible to everyone, regardless of circumstance, time, or location The terms "open learning," "e-learning," "flexible learning," and "distance learning" are often used synonymously.
Distance learning, as defined by the Cambridge dictionary, is a method of studying remotely, eliminating the need to attend a physical school, college, or university, with instruction and assignments typically delivered via the internet.
Distance learning, also known as distance education, has proven its effectiveness, particularly highlighted by the challenges presented during the Covid-19 pandemic The urgent need to develop robust platforms supporting video conferencing for large groups, educator-student discussions, reliable internet connections, multi-device access to lectures, recorded lecture availability, and instant feedback mechanisms has become crucial.
2.1.2 Advantages and disadvantages of Distance learning
Distance learning is considered an appropriate method for educating diverse student groups due to its accessibility, self-paced learning, and cost savings However, the absence of physical interaction and real-time engagement with teachers, which are vital in traditional classrooms, poses a significant disadvantage Collaborative work in distance learning often fails due to difficulties in collaboration and scheduling conflicts, leading to independent achievement Despite the flexibility it offers, students often face heavy time constraints and mandatory discussions, which can create inflexibility and dissatisfaction.
Distance education offers both advantages and disadvantages for students and faculty Educational institutions can improve distance learning during quarantine by understanding these benefits and drawbacks.
2.1.3 Impact factors influencing the distance learning acceptance
Online and face-to-face classrooms differ drastically, with course design and delivery significantly impacting student satisfaction, learning, and retention (Irani, 2005) Student interaction is a critical factor in any mode of learning, especially in distance education (Bernard et al., 2009), encompassing interactions with instructors, peers, and course content (Moore, 1993) A survey in Vietnam highlighted internet stability and speed as top factors affecting online learning experiences (B and company, 2020), followed by a comfortable learning environment, teacher support, and ease of platform use Various factors can impact learners' experiences and future intentions to study online.
The understanding of Positive psychology
Positive psychology scientifically explores the elements that make life most worthwhile, focusing on strengths and building the good in life It is a scientific approach to studying human thought, feelings, and behavior, emphasizing optimal human functioning and the factors that help people and communities thrive Instead of focusing on weaknesses, positive psychology researches elements for a better life.
2.2.2 Three pillars Positive Psychology based on
Positive psychology is built on three pillars: positive life experiences focusing on joy and happiness, positive individual traits such as courage and kindness, and positive social institutions like family and education that enhance quality of life.
Figure 1: Three pillars of positive psychology
Positive psychology is an emerging field aimed at enhancing mental and physical well-being through the scientific study of strengths, resources, and happiness The primary goals of positive psychology involve understanding, validating, and promoting happiness and well-being, while also identifying the factors that influence these states.
Positive psychology complements traditional psychology by shifting the focus from repairing negative aspects of life to cultivating positive ones, without competing as a separate science.
Traditionally, psychology focused on alleviating human suffering, with significant progress made in treating mental disorders since World War II However, alleviating suffering differs from enabling prosperity; people aspire not only to survive but to thrive.
Skills that foster prosperity diverge from those that alleviate suffering, focusing on creating conditions for a fulfilling life rather than merely removing obstacles Prosperity, used interchangeably with happiness, emphasizes building a life of worth.
Psychology must address both suffering and happiness, acknowledging human strengths and the desire for self-improvement and meaningful lives People aspire to cultivate love, compassion, creativity, resilience, integrity, and wisdom.
Dr Seligman, as president of the American Psychological Association in 1998, initiated Positive Psychology, the scientific study of the factors that enable individuals and communities to thrive.
Dr Seligman's PERMA theory seeks to define human prosperity through five key components: positive emotions, engagement, relationships, meaning, and achievement, offering techniques to enhance each element.
Positive psychology recognizes that individual paths to happiness differ, emphasizing that a fulfilling life varies from person to person Instead of prescribing values, it studies the elements that contribute to well-being, \$aligning individuals with their own values and interests\$ This approach empowers people to make informed decisions, ultimately leading to a more \$fulfilling life\$.
Below is a brief definition of each of the five building blocks
Cultivating positive emotions—gratitude, mindfulness, hope—is a hedonistic path to happiness, enhancing our feelings about the past, present, and future, though emotional ranges vary and some struggle to experience positivity, which is central to traditional happiness concepts.
Engagement: Putting all of one's abilities, strengths, and focus into a difficult task is what it means to be engaged This results in an experience known as
According to Mihaly Csikszentmihalyi, "flow" is experienced when one's skills are sufficient for demanding activities while pursuing clear goals and receiving immediate feedback This state involves total immersion, loss of self-awareness, and altered time perception, achievable through various daily activities.
Relationships are the foundation of happiness, fostering well-being through support and interaction Meaningful relationships provide joy, laughter, belonging, and purpose, enriching our lives and accomplishments.
Meaning: Feeling valued and connected to something greater than self Performance: Humans strive for accomplishment, competence, and success in a variety of contexts, including work, sports, games, and hobbies
According to the PERMA model, optimal well-being is achieved by balancing the Pleasant Life, which encompasses happiness or hedonic well-being, with the Meaningful Life, which embodies eudaimonic well-being.
Figure 2: The PERMA model in a nutshell 2.2.4 Positive psychology and positive thinking
Positive thinking involves identifying the beneficial aspects of any situation or interaction A near-miss with a driver can be a reminder to increase following distance, while a challenging conversation offers a chance to understand new perspectives.
Factors affecting the students’ optimistic distance learning experience
Students’ optimistic distance learning experiences can be influenced by many factors Below are some key factors
A teacher plays an important role to make the online environment successful
Distance learning necessitates new skills for both learners and teachers (Jones, 2003) Instructors must prioritize interaction in online classes, encompassing student-content, student-student, and student-teacher interactions (Hong et al., 2003; Moore, 1993) These interactions significantly impact student satisfaction and learning outcomes in distance education (Young & Norgard, 2006).
Teacher-student interactions and well-designed content are critical for effective distance education (Swan et al., 2000; Clark, 2002) Engaging e-learning lessons should be visually appealing and well-organized to encourage online learning (Oh et al., 2019) Meaningful, distinct, vivid, organized, and personal content, incorporating multimedia elements, enhances the online learning experience (Clark, 2002).
Success in online learning hinges on learner characteristics, particularly the need to feel connected to the class The inherent social isolation of online environments can hinder student success, as students who feel isolated are less likely to thrive Connecting with classmates and teachers is crucial for academic performance, which is enhanced when instructors facilitate social interaction and cooperation among students Teacher feedback, clear direction, and well-defined expectations are significant predictors of student satisfaction in online learning.
User -friendly technology and convenience significantly impact online learning experiences A pleasant technological platform is crucial for achieving learning outcomes, emphasizing the need for e-learning software that is simple to install and operate Consistent structure in e-learning applications enhances student satisfaction Adequate technical skills training for both learners and teachers is essential before transitioning to online courses.
Table 1 summarizes three critical elements that affect the positive distance learning experience, based on Chapnick’s Criteria for E-learning Readiness (Chapnick, 2000)
Table 1: Key Determinants of positivity of distance learning
The interface between Positive Psychology and Distance Learning
Parents increasingly desire happiness, health, confidence, and optimism for their children, contrasting with the achievement, discipline, and academic skills typically provided by schools Schools are now expected to integrate academic goals with well-being and mental health, especially in distance learning Research indicates a link between teaching and students' emotional health, with early emotional support improving instructional quality Positive education focuses on mental health to facilitate better academic achievement, rather than replacing academic goals.
The Covid-19 pandemic forced a rapid shift to distance education, impacting over 1.6 billion students globally Inadequate resources hindered full engagement in distance learning, leading to social isolation and decreased well-being among students Educators face challenges in monitoring and instructing effectively in this new environment, highlighting the urgent need for research into positive psychology in schools.
Educators can leverage positive psychology to navigate distance learning during the pandemic, as meaning-making, psychological flexibility, resilience, belonging, and positive experiences become crucial in education amidst global uncertainty.
Related studies on students’ satisfaction with distance education
Research indicates that social, cognitive, and teaching presence significantly influence student satisfaction in distance learning environments (Rubin, Fernandes & Avgerinou, 2013).
Researchers highlight several key elements influencing student satisfaction in distance learning: learner relevance, active and authentic learning, learner autonomy, technology competence, a well-defined learning environment, instructor commitment, and effective learner-instructor interaction Students' expectations and the effectiveness of technological tools also play a crucial role in shaping their satisfaction Ultimately, student satisfaction is a critical indicator of success in distance learning, fostering motivation, engagement, and positive learning outcomes.
Researchers have explored student satisfaction in distance education, identifying factors influencing learning effectiveness, but a definitive understanding remains elusive due to contextual dependencies The limited research on factors impacting students' positive distance learning experiences during pandemic-induced school closures represents a significant gap.
This chapter synthesizes theoretical frameworks from positive psychology and distance learning, defining key concepts like satisfaction and exploring factors influencing students' optimistic learning experiences in distance education It highlights the intersection of positive psychology with distance learning and identifies gaps in prior research concerning student satisfaction within this educational modality.
RESEARCH METHODOLOGY
Research Questions
Positive psychology, as defined by Peterson (2008), emphasizes strengths over weaknesses in human thought, feelings, and behavior It focuses on enhancing well-being and elevating average lives, rather than solely addressing deficiencies Investigating student satisfaction with distance learning during COVID-19 is crucial for determining the success of this educational approach.
1 How satisfied are the students with Distance learning at the school?
2 What are other factors affecting the students’ positive distance learning experience at the school?
Research design
Exploratory research unveils subjects with limited prior knowledge, acting as a tool for gathering background information and defining research problem parameters It identifies potential follow-up research topics and establishes research priorities, making it ideal for answering initial research questions.
Settings
Located in a suburban village of Hanoi, the public lower secondary school serves nearly one thousand local children from four nearby villages With a history spanning nearly 30 years, the school has established a strong reputation and earned the trust of the community by providing quality education The school encompasses grades six through nine, typical for public schools in Vietnam.
The coronavirus pandemic has significantly disrupted education, leading to nationwide school closures in Vietnam To maintain educational continuity, distance learning has become essential, presenting challenges for both students and teachers in lower secondary schools where technology in education is relatively new The integration of online platforms during this period of isolation has elicited diverse perspectives from learners and educators alike.
Positive psychology offers educators tools to navigate distance learning effectively during global crises like the pandemic This study explores distance learning through the lens of positive psychology, focusing on secondary school participants.
Lower secondary school learners exhibit diverse backgrounds, influenced by the developing yet traditionally rural environment of their village near Hanoi This diversity results in a significant gap among students, impacting their varying abilities to adapt to distance learning.
The study investigates 120 secondary students from grade 6 to grade 9
As stated above, the adaptation of different forms of online teaching to ensure the continuity of education for students is rather new in the context of the secondary school.
Data collection instruments
The data of this research were collected via questionnaires, and interviews sequentially Questionnaires were delivered first and then interviews were conducted
A questionnaire is a research instrument used to gather information from respondents through a series of questions Questionnaires efficiently measure attitudes, preferences, opinions, and intentions of large audiences more economically and rapidly than other methods Researchers often use survey questionnaires to measure student satisfaction due to their effectiveness and efficiency.
The questionnaire, adapted from Arbaugh (2000) and Johnson et al (2000), measures student satisfaction and student-instructor interaction, guiding online learners Data collected was deemed suitable for the study, with minor adjustments made before broader implementation.
Semi-structured and online interview
Fraenkl and Wallen (2003) highlight interviewing as a key method for validating a researcher's observations Interviews can be structured using prepared questions or conducted more flexibly Patton (1990) identifies six valuable question types: experience/behavior, opinion/value, feeling, knowledge, sensory, and background/demographic questions, each enriching the research study.
A semi-structured interview was employed to gather data and address the research question concerning factors influencing students' positive experiences in distance learning This method allows researchers to predetermine questions while also adapting to interviewee responses, as noted by Türnüklü (2000), facilitating a comprehensive exploration of the topic.
To gauge students' perspectives on distance learning, five key interview questions were adapted from Gökbulut (2020), focusing on various influential factors.
● What do you say when you compare it with formal education?
● What are your problems with distance education?
● What do you think about the instructors?
● What do you think about the lesson content?
● What do you think about your computer competence?
Semi-structured interviews facilitated two-way communication, allowing for a rich exchange of questions and ideas This method enabled researchers to gather extensive data from 30 students who participated via Zoom, complementing the questionnaire phase of the study.
Participants provided consent and were assured anonymity during Zoom interviews Post-interview debriefing allowed practitioners to add information Transcripts and notes formed the analyzed material Transcriptions were double-checked for accuracy before coding, ensuring the interviewee's exact words were captured Line-by-line reading of transcripts was crucial before coding, with interviewee-provided transcripts used to code categories.
Data collection procedure
The process of collecting data was conducted sequentially by three following stages:
Firstly, 120 copies of questionnaires written in Vietnamese were delivered to
In a survey conducted from January 25th to 30th, 2020, 99 out of 120 secondary school students fully completed the survey, yielding a response rate of 82.5%.
Next, 30 out of 99 were interviewed The interviews were recorded and taken notes for references and all these semi-structured interviews were pleased to be recorded and taken photos
Analysis of interview and survey data revealed key factors influencing student satisfaction and learning effectiveness in distance learning during the pandemic, informing recommendations for enhancing online lesson effectiveness.
This chapter concludes by addressing key issues related to the study's settings, participants, instruments, and data collection procedures, setting the stage for the subsequent chapter's demonstration of data analysis, discussions, and findings.
Data analysis
The data from a questionnaire, featuring closed, open, and rating-scale questions, is analyzed to address the research questions The survey is divided into two main sections: "Background Information" and "Further Questions."
The initial section of the survey gathered participants' background information, including name, grade, age, gender, family type, and internet accessibility, primarily for reference purposes and not for in-depth analysis.
This section assesses learners' attitudes and satisfaction with distance learning, focusing on three key domains: satisfaction with student-teacher interaction, satisfaction with teacher performance, and overall student satisfaction The assessment includes specific items designed to evaluate each domain, providing a comprehensive understanding of the distance learning experience.
Satisfaction towards Student-Teacher Interaction
To gauge student-instructor interaction satisfaction, a modified nine-item scale from Johnson et al (2000) was utilized, employing a five-point Likert scale (1=strongly dissatisfied to 5=strongly satisfied) Statistical analysis revealed a normal distribution with acceptable mean (M=3.1253) and standard deviation (SD=0.78015).
The instructor performance evaluation was measured using questions adapted from the Teaching Evaluation Scale items of the College of Education at Texas Tech University, as per Tallent-Runnels et al.
Participants rated each item on a five-point Likert scale, ranging from strongly dissatisfied (1) to strongly satisfied (5), with the resulting data exhibiting a normal distribution suitable for statistical analysis (M=3.6925, SD=0.46841).
Arbaugh's study (2000) was used as a foundation to measure student satisfaction, with a focus on perceptions of distance learning quality, experiences, and overall satisfaction A modified six-item questionnaire, employing a five-point Likert scale (1=strongly dissatisfied to 5=strongly satisfied), was utilized for evaluation The scale demonstrated normality and suitability for statistical analysis (M=3.2088, SD=0.80754).
The qualitative data from interviews was analyzed using thematic analysis to uncover key insights This method involved a six-phase process: data familiarization, initial code generation, initial theme creation, theme review, theme definition and naming, and final report writing.
In the coding analysis, the interview data was arranged into global main classifications described as the following figure
Figure 4: Themes and sub-themes developed from thematic analysis
Thematic analysis is used in order to analyze the data collected from the interview The above figure shows the findings
Table 2: Themes and sub-themes developed from the interview
Initial code Sub-themes Themes
Sad, stressed, weak, feel less lonely distracted by surroundings and entertanining apps
At first excited, but later bored
Student factor Feeling uncomfortable with online learning platforms
Not having much PC skills and experiences
Think that they need training
Informative, wordy, too long, time consuming
Graphics, pictures and competitive games
Encourage and understand students’ individual characteristics
Equipment availability Weak internet connection
Internet connection quality Like being at home
Have more time with family activities
In summary, this chapter reiterates the core research questions and meticulously outlines the research design, encompassing the context, participants, and learners involved A comprehensive overview of the data collection tools employed is also provided, ensuring clarity and methodological transparency.
DATA ANALYSIS, FINDINGS AND DISCUSSION
Students’ satisfaction toward distance learning
Internet accessibility (Wifi) at home
A survey of 99 participants, representing an 82.5% response rate, revealed that the majority were female (65.7%) and from joint families (66.7%) with multiple generations living together The largest group of participants were ninth graders, followed by students in grades six (24.2%), seven (21.2%), and eight (19.2%) Almost all learners (98%) accessed the internet via WiFi, while the remaining 2% used mobile data.
The following table shows items and Cronbach’s alpha coefficient for each variable All are at acceptable levels
Items Students’ satisfaction towards Students-teacher
Students generally have a positive view of distance learning, as indicated by mean values exceeding 3.0 Satisfaction is particularly high regarding teacher performance, with a mean value greater than 3.5.
Relationship between students’ satisfaction and two predictor variables
The results in table 3 illustrate that the relationship between the dependent variable, students’ satisfaction and the two other variables is very close
Table 5: Results of Pearson Correlation
** Correlation is significant at the 0.01 level (2-tailed)
From table 3, we can see clearly the positive relationship between student- teacher interaction and students’ satisfaction (r=0.651, p