Determinants of University Student Engagement and Satisfaction in Live Online Learning: Evidence from Vietnam

DOI

10.2991/978-94-6463-348-1_27How to use a DOI?

Keywords

Digital Readiness; Live Online Learning; Online Learning Engagement; Online Learning Satisfaction; Self-Directed Learning; Structural Equation Modelling (SEM); Vietnam

Abstract

Research purpose:

This study adopted the structural equation modeling approach to address a knowledge gap in the distance and e-learning literature on the relationships between online instructor quality, online student readiness, engagement, and satisfaction in live online learning.

Research motivation:

In the context of a digitalized world during these recent years, live online learning has been adopted around the world by universities to respond to the challenges of the transforming higher education system, particularly during COVID-19 pandemic. Some studies highlighted the role of online instructors in promoting online learner engagement and satisfaction. However, a few studies focused on the relationships between online instructor quality, online student readiness, and online student engagement and satisfaction. It is unclear in the existing literature how online instructors and online student readiness promote online student engagement and satisfaction in live online learning. It is also questionable if there is a relationship between instructors’ strategies and online student readiness and how they contribute to online student engagement and satisfaction.

Research design, approach, and method:

Data was collected at a leading multi-disciplinary university in Vietnam. Our sample includes 427 students from various training majors, including social and humanities, natural sciences, and technology, who have participated in live online learning for three consecutive semesters during the COVID-19 pandemic in Vietnam.

Main findings:

Our results showed that online material quality impacts student digital readiness and self-directed learning, which positively affects live online learning engagement and satisfaction. Meanwhile, online teaching quality only impacts digital readiness but does not influence self-directed learning.

Practical/managerial implications:

Research findings suggest implications for improving online student readiness, engagement, and satisfaction in live online learning at universities.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Cong Thanh Tran
AU  - Phuong Mai Nguyen
AU  - Nguyen-Nhu-Y. Ho
PY  - 2024
DA  - 2024/02/05
TI  - Determinants of University Student Engagement and Satisfaction in Live Online Learning: Evidence from Vietnam
BT  - Proceedings of the 11th International Conference on Emerging Challenges: Smart Business and Digital Economy 2023 (ICECH 2023)
PB  - Atlantis Press
SP  - 359
EP  - 368
SN  - 2352-5428
UR  - https://doi.org/10.2991/978-94-6463-348-1_27
DO  - 10.2991/978-94-6463-348-1_27
ID  - Tran2024
ER  -