UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business ------------------------------ NGUYEN HUU QUY SOME FACTORS INFLUENCING STUDENT SATISFACTION IN E-LEARNING. A STUDY OF UNIVERSITY STUDENTS IN HO CHI MINH CITY, VIET NAM MASTER OF BUSINESS (Honours) Ho Chi Minh City – Year 2014 TIEU LUAN MOI download : skknchat@gmail.com UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business ------------------------------ NGUYEN HUU QUY SOME FACTORS INFLUENCING STUDENT SATISFACTION IN E-LEARNING. A STUDY OF UNIVERSITY STUDENTS IN HO CHI MINH CITY, VIET NAM ID: 22110050 MASTER OF BUSINESS (Honours) SUPERVISOR: Dr. Nguyen Dong Phong Ho Chi Minh City – Year 2014 TIEU LUAN MOI download : skknchat@gmail.com Acknowledgement The process of writing this thesis is a challenging task and an insight full research.
It is almost impossible for me to reach the goal and successfully complete the thesis without the love, the care, the full support, and guidance from my professors and my friends. The first person I would like to express a great gratitude is my thesis advisor Dr. Nguyen Dong Phong for his assistances and guidance in conducting this research and thanks for his generous as well as his support during the time I take part in studying here. Dinh The Hoang is the second person I would like to thanks for his dedicated guidelines in data analysis section.
And further thanks go to the members of my thesis committee for their feedback, comments and encouragement. The thesis would not have achieved this quality without their devotion helps. Great thanks to my best friends in for their helps in my life and study. Special thanks to responders with enthusiasm to help me collect the data and thanks to special ISB friends for happy moments we spent together.
Ho Chi Minh City, Mar 2, 2014 Nguyen Huu Quy i TIEU LUAN MOI download : skknchat@gmail.com Abstract As a matter of fact, thanks to technology innovations and Internet, we cannot deny the fact that people have many diverse ways to approach courses of universities through Internet, comprising e-learning, online education. In addition, in Vietnam, students are increasingly demanding online access, and universities, colleges, and institutions are working to meet demands. As a result, e-learning is emerging as the new paradigm of modern education in Vietnam. The purpose of this paper therefore finds the factors of student satisfaction with e-learning at Vietnam universities.
In order to do this, data of the quantitative survey is gathered from university learners, having been experienced the e-learning method in one of the biggest cities, Ho Chi Minh City. Then, the analysis is done via the SPSS software. Next, both the results and the relations among the factors are explained. The results are expected to support the proposed hypotheses.
They are able to be essential to provide universities, institutions, and colleges with more information about the student satisfaction of e-learning in Vietnam. Limitations, discussions and suggestions will be explained the results in research and practice. ii TIEU LUAN MOI download : skknchat@gmail.com Table of Contents Acknowledgement……………………………………………………………………i Abstract………………………………………………………………………………ii Table of Contents…………………………………………………………………….iii List of tables………………………………………………………………………….vi List of figures……………………………………………………………………….vii Chapter I: Introduction……………………………………………………………….4 Scope of the research…………………………………………………….5 Significance of the research…………………………………………….6 Organization of the thesis ……………………………………………….5 Chapter II: Literature review and hypothesis ……………………………………….1 Definition of e-learning………………………………………….2 The benefits of e-learning…………………………………….3 E-learning in Vietnam……………………………….3 Theoretical Background of student satisfaction model …………………13 2.4 Factors influencing the student satisfaction with e-learn……………….2 Learner attitude toward computers……………………….22 iii TIEU LUAN MOI download : skknchat@gmail.com Chapter III: Methodology……………………………………………………………24 3.2 Preliminarily qualitative research……………………………………….29 Chapter IV: Research Results ………………………………………………….1 Data statistical analysis………………………………………………….2 Cronbach’s Alpha coefficient of reliability test………………………… 32 4.3 Exploratory Factor Analysis ( EFA) result………………………………35 4.4 Independence of residual……………………………………………….5 Test of normality of residual and heteroscedasticity…………………….7 No significant outliers or influential points………………………………40 4.9 Summary of the Results………………………………………………… 43 Chapter V. Discussion, Implications, Limitation, and Conclusion………………….2 Implications and suggestions…………………………………………….2 Learner attitude toward computers…………………………….52 iv TIEU LUAN MOI download : skknchat@gmail.60 Appendix B: Chart……………………………………………………………………67 Appendix C: Table………………………………………………………………….70 Appendix D: Preliminarily research………………………………………………….73 v TIEU LUAN MOI download : skknchat@gmail.com List of tables Table 4.2: Item-Total Statistics………………………………………………….4: Item-Total Statistics………………………………………………….6: Item-Total Statistics………………………………………………….8: Item-Total Statistics………………………………………………….1: KMO and Bartlett's Test ………………………………………………36 Table 4.2: Total Variance Explained…………………………………………….1: Model Summary ………………………………………………………39 Table 4.1: Results of the Testing Hypotheses…………………………………….
44 vi TIEU LUAN MOI download : skknchat@gmail.com List of Figures Figure 2. Partial model of student satisfaction and retention…………………. A conceptual model of user’ satisfaction, behavioral intention, and effectiveness toward e-learning……………………………………………………. Dimensions and antecedents of perceived e-learner satisfaction…….1: Factors of e-learner satisfaction model………………………………23 Figure 3.1: The Structure of the Method approach for this Research…………….2: The final research model…………………………………………….45 vii TIEU LUAN MOI download : skknchat@gmail.1 Background As a matter of fact, it is almost impossible for governments to develop their countries in all aspects without paying attention to education.
In other words, education is viewed as means for growing the society, economy, and politics of a country. The crucial of education and its delivery to the citizens is therefore imperative. Moreover, modern society requires people to be able to study regularly, continuously and all their life. In addition, its core is self-learning, self-striving ability to improve specialty, professional skills and quality of life.
E-learning is one of the methods satisfying these demands. To build a successful learning society in Viet Nam, the State and Party have concerned very much. According to the eleventh Congress of Communist Party of Viet Nam (2011), promoting the study encouragement movement, building a learning society, and expanding e-learning mode would be goals of the State. Vietnam’s movement toward a market-oriented economy and participation in the World Trade Organization (WTO) have opened the doors to greater opportunities as well as challenges for business.
To be more precise, new markets for goods and services exports, access to imported raw materials and technologies, and more chances for international business co-operation are opportunities when Vietnam is a market-oriented economy and a member of WTO. A more open market, however, leads to stronger competition and to imposition of stricter business standards, such as product quality and safety (Nguyen, & Nguyen, 2010). Among several challenges, lack of knowledge about business management is possibly one of the most difficulties for Vietnam. In addition, the rising demand of people in updating knowledge and skills has been enormous since Vietnam opened its market.
Vietnamese universities, 1 TIEU LUAN MOI download : skknchat@gmail.com hence, play an important role in providing qualified business graduates for the Vietnamese labor market (Nguyen, 2009). Knowing the labor market’s need for competent learners, the Vietnamese universities and colleges make constant efforts to satisfy customers, especially students. According to the education laws in 2012, higher education covers undergraduate and postgraduate studies. Master degrees and doctor degrees belong to postgraduate studies.
In contrast, undergraduate studies can lead to diplomas and bachelor degrees. In Vietnam higher education system, the structure of higher education institutions is including universities, research institutions, and colleges. Universities can offer college, undergraduate, master and doctor programs as assigned by the Prime Minister. Research institutions can afford doctorate programs.
In addition, the institutions cooperating with universities can make available master programs subject to permission from the Prime Minister. Unlike universities and institutions, colleges can offer college degrees and other lower level of undergraduate programs. Over the past 11 years, higher education, and the tertiary education institutes system in Vietnam have experienced many changes, consisting of expansion as well as establishment of new educational institutions with diversified types and improvement in quality (Nguyen, Oliver, and Priddy, 2009). According to the statistics of Ministry of Education and Training, Vietnam has about 386 universities and colleges.
Furthermore, nowadays, thanks to technology innovations and Internet, it is easily for people to study at universities. To be more precise, we can have many diverse ways to approach courses of universities through Internet, comprising e- learning, online education. Online education has generated huge excitement in the education system. Some people think that it offers the potential to provide learning to new audiences, while others believe that it offers the opportunity fundamentally to 2 TIEU LUAN MOI download : skknchat@gmail.com transform learning delivery and the competitive landscape (Poehlein, 1996).
The rapid growth of the Internet, combined with the increasing interest in lifelong learning and budget restriction, has created a significant incentive for universities to apply e- learning in some subjects and academic disciplines. As the modern technologies are now available and relatively user-friendly, those universities without embracing the technologies will be left behind in the race for globalization and technological development.2 Research problem E-learning is making use of technology innovations and Internet to deliver information for education and training (Sun, Tsai, Finger, Chen, & Yeh, 2006). Thanks to the progress of information and communication technology development, it is impossible for people to deny the fact that e-learning is emerging as the paradigm of modern education. As regards e-learning, it actually has some advantages, comprising liberating interactions between learners and instructors, or learners and learners, from limitations of time and space through the asynchronous and synchronous learning network model (Sun et al.
It is obvious that the characteristics of e-learning fulfill the requirements for learning in a modern society. However, some students feel unpleased and disappointed when experiencing e- learning at Vietnamese universities, including: University of Science Ho Chi Minh city, Ho Chi Minh city Open University, Hutech University, Ho Chi Minh city University of Technology, and University of Information Technology. The researches about student satisfaction are vital in ascertaining whether colleges and universities are fulfilling their mission. It is well known that a qualified graduate is the most crucial product of educational institutions.
Satisfaction is a relevant measure because many studies have showed that other factors being equal, 3 TIEU LUAN MOI download : skknchat@gmail.com satisfied individuals are likely to be willing to exert more effort than unsatisfied individuals (Bryant, 2006; Ozgungor, 2010). Thus, satisfied students have ability to make more effort to study by taking actions, including regularly attending their classes and becoming more involved in their coursework. Consequently, exploring the elements influencing the satisfaction of Vietnamese students is a need for academics and university administrators as well. For that reason, the purpose of this study is to investigate some important factors of satisfaction of Vietnamese students.
To be more specific, it examines the impact of some dimensions, including instructor dimension, learner dimension, and technology dimension on the e-learner satisfaction.3 Significance of the research It is obvious that the research play an certain role in the education aspect. To be more precise, the results of the research will help universities understand clearly about the components affecting to satisfaction of e-learner. In addition, the results also show institutions how to improve learner satisfaction and further strengthen their e- learning implication. In other words, the findings of the study will help universities recognize the vital role of applying technology innovations in teaching, and having suitable policies in order to train and upgrade teaching capability of instructors.4 Research objectives According to above-mentioned discussion, this study aims to figure out what are key factors associated with e-learners’ satisfaction firstly and then, identify the strength of each factor on student satisfaction with e-learning.
In details, the main objectives to this study are: To examine the factors impacting student satisfaction in e-learning in Vietnam, including teaching capability, course organization, student-instructor 4 TIEU LUAN MOI download : skknchat@gmail.com interaction, learner attitude toward technology, technology quality, and internet quality.5 Scope of the research Ho Chi Minh City is one of the major business and education centers in Vietnam, so the empirical in this particular research is the e-learning in the context of Ho Chi Minh city. To be more specific, the population of this study is the e-learning students from Ho Chi Minh. In other words, the data collected from the universities in the city and put into the analysis. The last point needs to be mentioned in the research scope is that the object of study and survey is focused on the post-graduate students, and the graduated students; others types of students in the university are not considered in the thesis.