Vai trò của cơ sở hạ tầng đối với sự hài lòng của sinh viên trong học tập trực tuyến: Nghiên cứu trường hợp tại Trường Đại học An Giang
Tóm tắt
In the context of rapid digital transformation in education, online learning has become a widespread trend among higher education institutions in Vietnam. This study was conducted at An Giang University to examine the satisfaction of 250 undergraduate students with their online learning experience. The research focused on four main factors: instructional support, assessment, skill development, and information and communication technology (ICT) infrastructure, including personal learning devices and Internet connectivity. The results indicate that skill development is the strongest and most significant predictor of student satisfaction, whereas instructional support and assessment showed no statistically significant effect in the regression model. Notably, both device quality and Internet speed played a moderating role, enhancing the positive impact of skill development on satisfaction. The study suggests that educational institutions should prioritize skill-oriented course design and invest in technological infrastructure to improve training quality and learning outcomes. These findings contribute to expanding the understanding of online learning in Vietnam, particularly in the context of digital transformation in higher education.
Tài liệu tham khảo
Agyeiwaah, E., Badu Baiden, F., Gamor, E., & Hsu, F.-C. (2022). Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100364. https://doi.org/10.1016/j.jhlste.2021.100364
Al-Fraihat, D., Joy, M., Sinclair, J., & Alshibli, S. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, 104237. https://doi.org/10.1016/j.compedu.2021.104237
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Eom, S. B., Wen, H. J., & Ashill, N. (2006). Các yếu tố quyết định kết quả học tập cảm nhận và sự hài lòng của SV trong giáo dục đại học trực tuyến: Một nghiên cứu thực nghiệm. Tạp chí Khoa học Quyết định về Giáo dục Sáng tạo, 4(2), 215-235.
Fieger, P. (2012). Measuring student satisfaction from the student outcomes survey. Publisher: National Centre for Vocational Education Research.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: The Guilford Press.
Ko, M.-H. (2017). Learner perspectives regarding device type in technology-assisted language learning. Computer Assisted Language Learning, 30(8), 844-863. https://doi.org/10.1080/09588221.2017.1367310
Kong, S.-C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, D., ... Yu, S. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Educational Technology & Society, 17(1), 70-78.
Maheshwari, G. (2021). Factors affecting students' intentions to undertake online learning: An empirical study in Vietnam. Education and Information Technologies, 26(6), 6629-6649. https://doi.org/10.1007/s10639-021-10465-8
Malik, S. I., Mathew, R., Al-Nuaimi, R., Al-Sideiri, A., & Coldwell-Neilson, J. (2019). Learning problem solving skills: Comparison of E-learning and M-learning in an introductory programming course. Education and Information Technologies, 24(5), 2779-2796. https://doi.org/10.1007/s10639-019-09896-1
Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277. https://doi.org/10.1080/1475939X.2014.888370
Nguyễn Thị Hoa, Lê Văn Cảnh (2021). Các yếu tố ảnh hưởng đến sự hài lòng của sinh viên đối với chất lượng đào tạo trực tuyến tại Trường Đại học Kinh tế - Luật. Tạp chí Khoa học Giáo dục Việt Nam, 17(3), 45-54.
Nguyễn Thúy Quỳnh Loan, Phạm Thị Liên (2023). Các yếu tố ảnh hưởng đến sự hài lòng của sinh viên năm nhất đối với học tập trực tuyến trong bối cảnh bình thường mới. Tạp chí Khoa học Giáo dục Việt Nam, 68(2), 45-53.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Teaching and Learning, 11, 309-319.
Palmer, S. R., & Holt, D. M. (2009). Examining student satisfaction with wholly online learning. Journal of Computer Assisted Learning, 25(2), 101-113. https://doi.org/10.1111/j.1365-2729.2008.00294.x
Park, J. (2011). Design education online: Learning delivery and evaluation. International Journal of Art & Design Education, 30, 176-187. https://doi.org/10.1111/j.1476-8070.2011.01689.x
Peeraer, J., & Van Petegem, P. (2011). ICT in teacher education in an emerging developing country: Vietnam's baseline situation at the start of ‘The Year of ICT’. Computers & Education, 56(4), 974-982. https://doi.org/10.1016/j.compedu.2010.11.015
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. https://doi.org/10.3200/JOEB.84.2.101-109
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082
Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y.-Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of students’ live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. https://doi.org/10.1016/j.compedu.2021.104211
Thorell, M., Fridorff-Jens, P. K., Lassen, P., Lange, T., & Kayser, L. (2015). Transforming students into digital academics: A challenge at both the individual and the institutional level. BMC Medical Education, 15, 48. https://doi.org/10.1186/s12909-015-0330-5
Trần Minh Phương, Vũ Đình Thắng (2022). Hạ tầng công nghệ thông tin phục vụ đào tạo trực tuyến tại các trường đại học sư phạm: Thực trạng và giải pháp. Tạp chí Khoa học và Công nghệ Giáo dục, 28(1), 60-68.
Vallade, J. I., & Kaufmann, R. (2021). Instructor misbehavior and student outcomes: Replication and extension in the online classroom. Journal of Research on Technology in Education, 53(2), 206-222. https://doi.org/10.1080/15391523.2020.1766389
Vate-U-Lan, P. (2020). Psychological impact of e-learning on social network sites: Online students’ attitudes and their satisfaction with life. Journal of Computing in Higher Education, 32(1), 27-40. https://doi.org/10.1007/s12528-019-09222-1
Vũ Thị Phương, Đỗ Thị Hồng Nhung (2022). Nghiên cứu mức độ sẵn sàng học tập trực tuyến của sinh viên tại các trường đại học sư phạm. Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, 67(4), 22-30.
Wang, C., Hsu, H.-C. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114-125. https://doi.org/10.1016/j.chb.2019.01.034
Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2022). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 59(2), 226-236. https://doi.org/10.1080/14703297.2020.1798269
Yousaf, H. Q., Rehman, S., Ahmed, M., & Munawar, S. (2022). Investigating students’ satisfaction in online learning: the role of students’ interaction and engagement in universities. Interactive Learning Environments, 31(10), 7104-7121. https://doi.org/10.1080/10494820.2022.2061009
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
