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 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 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 Dr 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 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 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 Table of Contents Acknowledgement……………………………………………………………………i Abstract………………………………………………………………………………ii Table of Contents…………………………………………………………………….iii List of tables………………………………………………………………………….vi List of figures……………………………………………………………………… vii Chapter I: Introduction……………………………………………………………… 1.1 Background……………………………………………………………….1 1.2 Research problem………… 1.3 Research objectives……………… 1.4 Scope of the research…………………………………………………… 1.5 Significance of the research…………………………………………… 1.6 Organization of the thesis ……………………………………………… Chapter II: Literature review and hypothesis ……………………………………… 2.1 Elearning………………………………………………………………… 2.1.1 Definition of e-learning………………………………………….7 2.1.2 The benefits of e-learning…………………………………… 2.1.3 E-learning in Vietnam……………………………… …………9 2.2 Student satisfaction…………………………………………………… 11 2.3 Theoretical Background of student satisfaction model …………………13 2.4 Factors influencing the student satisfaction with e-learn……………… 18 2.4.1 Instructor capability……………………………………… ….18 2.4.2 Learner attitude toward computers……………………… … 20 2.4.3 Technology dimension…………………………………………21 2.5 Research model………………………………………………………… 22 iii Chapter III: Methodology……………………………………………………………24 3.1 Research process ……………………………………………………….24 3.2 Preliminarily qualitative research……………………………………… 27 3.3 Sampling design………………………………………………………….27 3.4 Measurement…………………………………………………………… 28 3.5 Quantitative Research ……………………………………………… …28 3.6 Data analysis…………… 29 Chapter IV: Research Results ………………………………………………… … 30 4.1 Data statistical analysis………………………………………………… 30 4.2 Cronbach’s Alpha coefficient of reliability test………………………… 32 4.3 Exploratory Factor Analysis ( EFA) result………………………………35 4.4 Independence of residual……………………………………………… 38 4.5 Test of normality of residual and heteroscedasticity…………………….39 4.6 Multicollinearity test…………………………………………………… 39 4.7 No significant outliers or influential points………………………………40 4.8 Hypotheses Testing…………………………………………………… 41 4.9 Summary of the Results………………………………………………… 43 Chapter V Discussion, Implications, Limitation, and Conclusion………………… 46 5.1 Discussion ……………………………………………………………… 46 5.2 Implications and suggestions…………………………………………… 47 5.2.1 Instructor capability…………………………………………… 47 5.2.2 Learner attitude toward computers…………………………… 49 5.2.3 Technology dimension……………………………………… 50 5.3 Conclusion……………………………………………………………….51 5.4 Limitaions…………………………………………………………… .52 iv References………………………………………………………………………… 54 Appendix A Questionnaire………………………………………………………… 60 Appendix B: Chart……………………………………………………………………67 Appendix C: Table………………………………………………………………… 70 Appendix D: Preliminarily research………………………………………………….73 v List of tables Table 4.1.1: Description…………………………………………………………… 31 Table 4.2.1: Reliability Statistics………………………………………………… 33 Table 4.2.2: Item-Total Statistics………………………………………………… 33 Table 4.2.3: Reliability Statistics………………………………………………… 33 Table 4.2.4: Item-Total Statistics………………………………………………… 34 Table 4.2.5: Reliability Statistics………………………………………………… 34 Table 4.2.6: Item-Total Statistics………………………………………………… 34 Table 4.2.7: Reliability Statistics………………………………………………… 35 Table 4.2.8: Item-Total Statistics………………………………………………… 35 Table 4.3.1: KMO and Bartlett's Test ………………………………………………36 Table 4.3.2: Total Variance Explained…………………………………………… 37 Table 4.4.1: Model Summary ………………………………………………………39 Table 4.6.1: Coefficients…………………………………………………………… 40 Table 4.7.1: Casewise Diagnostics………………………………………………….40 Table 4.8.1: ANOVA……………………………………………………………… 41 Table 4.9.1: Results of the Testing Hypotheses…………………………………… 44 vi List of Figures Figure 2.3.1 Partial model of student satisfaction and retention………………… 14 Figure 2.3.2 A conceptual model of user’ satisfaction, behavioral intention, and effectiveness toward e-learning…………………………………………………… 15 Figure 2.3.3: Research model……………………………………………………….16 Figure 2.3.4 Dimensions and antecedents of perceived e-learner satisfaction…….17 Figure 2.5.1: Factors of e-learner satisfaction model………………………………23 Figure 3.3.1: The Structure of the Method approach for this Research…………… 26 Figure 4.9.2: The final research model…………………………………………… 45 vii Chapter I Introduction 1.1 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, in E-learning E-learning means that you make the full use of technology innovations (such as mobile phones, laptops, ipads, and computers, etc) and Internet for your education and training This study is used for the master thesis “Some factors have influences on student satisfaction with e-learning” Not only does the research provide an empirical understanding about the essential role of factors affecting student satisfaction with e-learning, but also presents strategic implications and directions for the development of e-learning in Viet Nam Please select the appropriate answers and thank you for your cooperation.( Các Anh/Chị đóng góp ý kiến cho phiếu khảo sát hoàn toàn tự nguyện ẩn danh Các Anh/Chị dừng cho ý kiến vào thời điểm anh/chị muốn Phiếu khảo sát đề cập đến quan điểm anh/chị E-learning E-learning có nghĩa anh/chị tận dụng tiến khoa học kĩ thuật ( chẳng hạn điện thoại di động, laptops, ipads, and máy vi tính….) Internet cho việc học bạn Phiếu dùng cho đề tài nghiên cứu “ Một vài nhân tố ảnh hưởng đến thỏa mãn sinh viên với e-learning” Đề tài không cung cấp hiểu biết thực tiễn vai trò yếu tác động đến thỏa mãn người học với e-learning mà gợi ý chiến lược hướng dẫn cho phát triển e-learning Việt Nam Xin anh/chị vui lòng dành chút thời gian để chọn câu trả lời thích hợp chân thành cảm ơn giúp đỡ anh/chị!!!) Filter questions (Câu hỏi bắt buộc) Have you ever taken part in any academic courses and subjects combining with Internet and technology innovations (such as mobile phones, laptops, ipads, and computers, etc)? ( Anh/ chị có tham gia khóa học thuật mơn học có dùng Internet, điện thoại di động, laptops, ipads, máy vi tính ko ?) 62 Yes ( Có): … => Continue (Tiếp tục trả lời) No ( Không): … => Stop ( Dừng đây) A.Instructions ( Hướng dẫn) The below statements assess your perceptions about online learning For each of the following statements, please choose and circle the number that indicates the level of your agreement or disagreement using the following scale ( Các phát biểu bên liên quan đến nhận thức bạn việc học mạng Đối với phát biểu sau, xin anh/chị vui lòng chọn khoanh tròn lựa chọn cho phát biểu sau theo mức): Strongly Disagree Disagree Neutral Agree Strongly Agree (Rất không đồng ý) (Không đồng ý) (Phân vân) (Đồng ý) (Rất đồng ý) Teaching capability ( Khả giảng dạy) ƒ1/ The instructor appears to be knowledgeable about the course materials (Giáo viên có kiến thức chuyên sâu môn học)………………………………… … ƒ2/ The instructor explains the course materials clearly and understandably (Người hướng dẫn giải thích tài liệu học tập rõ ràng dễ hiểu)……………… ƒ3/The instructor carefully prepares the course materials (Người hướng dẫn chuẩn bị tài liệu học tập cách cẩn thận)……………… ………………… Online course organization ( Tổ chức khóa học trực tuyến) ƒ4/ The course objectives and contents are clearly introduced (Các mục tiêu nội dung khóa học giới thiệu rõ ràng)………… ………………….…….1 63 ƒ5/ The online course is systematically organized (Các khóa học trực tuyến tổ chức có hệ thống )………………………………… …………………… ƒ6/ I fully apprehend the objectives and requirements of the online course (Tơi hồn tồn bắt mục tiêu yêu cầu khóa học trực tuyến )…… … ƒ7/ The instructor makes clear the requirements of the course on the Internet (Người dạy làm rõ yêu cầu khóa học Internet )…………………… Instructor-student interaction (Tương tác giáo viên người học) ƒ8/ The instructor stimulates online and class discussion (Người hướng dẫn khuyến khích thảo luận mạng lớp )…………… ……………………… ƒ9/ I often discuss with the instructor about the course matters on the Internet ( Tôi thường thảo luận với giáo viên vấn đề khóa học mạng)……5 ƒ10/ I often discuss with my classmates about the course matters on the Internet (Tôi thường thảo luận với bạn lớp tơi vấn đề khóa học mạng Internet)…………………………………………………………………… ƒ11/ The instructor encourages students to ask questions via information technology (IT) devices (Giảng viên khuyến khích sinh viên đặt câu hỏi thơng qua thiết bị công nghệ thông tin ( CNTT) )………………….……………………….….5 ƒ12/ The instructor encourages students to express new ideas and opinions through IT devices (Giảng viên khuyến khích sinh viên thể ý tưởng ý kiến thông qua thiết bị CNTT) ………………………………………… ….5 Learner attitude toward technology (Thái độ người học máy tính) ƒ13/ I believe that working with technology is very difficult (Tôi tin làm việc với máy tính khó khăn )………………………………………… …1 64 ƒ14/ I believe that working with technology is very complicated (Tôi tin làm việc với máy tính phức tạp )………………………………………………1 ƒ15/ I believe that working with technology requires technical ability (Tôi tin làm việc với máy tính địi hỏi có kỹ thuật )…………………………………1 ƒ16/ I believe that working with technology can be done only if one knows a programming language (Tơi tin làm việc với máy tính thực biết ngôn ngữ lập trình)…………………………………………… ƒ17/ I believe that working with technology is for young people only (Tôi tin làm việc với máy tính dành cho người trẻ tuổi)………… ………1 Technology quality (Chất lượng công nghệ) ƒ18/ I feel the information technologies used in e-learning are very easy to use (Tôi cảm thấy công nghệ thông tin sử dụng học tập điện tử dễ sử dụng)……………………………………………………………………… ƒ19/ I feel the information technologies used in e-learning have many useful functions (Tôi cảm thấy công nghệ thông tin sử dụng học tập trực tuyến có nhiều chức hữu ích )…………… ………………………………………….5 ƒ20/ I feel the information technologies used in e-learning have good flexibility (Tôi cảm thấy công nghệ thông tin sử dụng học tập điện tử có tính linh hoạt)…………………………………………………………………………5 ƒ21/ I feel the information technologies used in e-learning are easy to obtain (Tôi cảm thấy công nghệ thông tin sử dụng học tập điện tử dễ dàng để có được)…………….………………………………………………………… Internet quality ( Chất lượng internet) 65 ƒ22/ I feel satisfied with the speed of the Internet (Tơi cảm thấy hài lịng với tốc độ Internet )…………………………………….…………………………5 ƒ23/ I feel that it is easy to go on-line (Tơi cảm thấy dễ dàng để lên mạng)……………………………………………………………………… E-learner satisfaction (Sự hài lòng người học) ƒ24/ I am satisfied with my decision to take this course or subject via the Internet (Tơi hài lịng với định tơi để tham dự môn học thông qua Internet)…………………………………………………………….……….1 ƒ25/ If I had an opportunity to take another course or subject via the Internet, I would gladly so ( Nếu tơi có hội để tham dự khố học khác thơng qua Internet, tơi sẵn sàng làm vậy)……………………………………………………1 ƒ26/ I feel that this course or subject served my needs well (Tôi cảm thấy môn học đáp ứng nhu cầu tôi)…………………………………….1 ƒ27/ I will take as many courses or subjects via the Internet as I can (Tôi tham gia nhiều môn học thơng qua Internet mà tơi có thể) ………………… …….1 B Please give some information about your self before getting the survey finished ƒ Your full name (Tên bạn): ƒ Gender ( Giới tính) : … Male ( Đàn ông) ƒ Age ( tuổi): … 22-35 … Female ( Phụ nữ) … 36-45 … > 45 ƒ The highest academic degree you have acquired (Mức độ học thuật cao bạn có được) : … Bachelor Degree ( Cử nhân) … Master Degree ( Thạc sĩ) … Doctor Degree ( Tiến sĩ) 66 Appendix B: Chart Chart : Regression Standadized Residual Chart 2: Normal P-P Plot of Regression Standardized Residual 67 Chart 3: Scatterplot Chart 4: Relationship between Learner Satisfaction (LS) and Instructor Capability ( IC) Chart 5: Relationship between Learner Satisfaction (LS) and Learner Attitude (LA) 68 Chart 6: Relationship between Learner Satisfaction (LS) and Technology (TE) Chart 7: Scree Plot 69 Appendix C: Table Table 1: Gender Cumulative Frequency Valid Percent Valid Percent Percent Nu-Female 167 55.9 55.9 55.9 Nam-Male 132 44.1 44.1 100.0 Total 299 100.0 100.0 Table 2: Age Cumulative Frequency Valid Percent Valid Percent Percent 22-35 209 69.9 69.9 69.9 36-45 90 30.1 30.1 100.0 Total 299 100.0 100.0 Table 3: Degree Cumulative Valid Frequency Percent Valid Percent Percent Bachelor 126 42.1 42.1 42.1 Master 173 57.9 57.9 100.0 Total 299 100.0 100.0 Items Teaching Capability 01 Teaching Capability 02 Teaching Capability 03 Course Organisation 01 Course Organisation 02 Course Organisation 03 Course Organization 04 Interaction 01 Interaction 02 Interaction 03 Interaction 04 Valid (%) 6.4 6.7 6.0 4.0 9.0 6.0 9.0 5.0 10.7 10.4 9.4 Table 4: Frequency Valid Valid (%) (%) 15.1 20.4 12.0 16.1 13.1 19.4 12.0 17.4 11.7 21.4 16.4 22.4 13.0 23.1 20.4 21.7 19.7 19.7 25.1 23.4 16.4 15.1 Valid (%) 45.8 50.5 43.5 46.5 41.8 38.1 35.8 37.8 36.1 31.4 38.5 Valid (%) 12.4 14.7 17.7 20.1 16.1 17.1 19.1 15.1 13.7 9.7 20.7 70 Interaction 05 Learner Attitude 01 Learner Attitude 02 Learner Attitude 03 Learner Attitude 04 Learner Attitude 05 Technology Quality 01 Technology Quality 02 Technology Quality 03 Technology Quality 04 Internet Quality 01 Internet Quality 02 Learner Satisfaction 01 Learner Satisfaction 02 Learner Satisfaction 03 Learner Satisfaction 04 11.4 16.7 21.4 17.1 24.7 25.1 7.0 5.0 2.7 6.4 5.0 7.0 5.0 7.4 7.7 6.0 17.7 33.1 30.1 22.1 25.8 19.7 11.7 18.1 13.7 18.7 16.4 14.7 19.1 13.4 10.0 11.4 19.4 15.1 12.0 14.7 15.4 19.7 16.1 21.1 14.4 18.4 22.7 20.1 24.4 17.7 15.7 23.7 33.4 29.1 27.1 33.8 24.4 27.4 46.2 35.1 48.5 38.5 39.8 38.1 36.5 45.2 48.2 42.1 18.1 6.0 9.4 12.4 9.7 19.1 20.7 20.7 18.1 16.1 20.1 15.1 16.4 18.4 16.7 Table 5: Rotated Component Matrixa Component Teaching Capability 03 820 Teaching Capability 02 794 Teaching Capability 01 722 Course Organisation 01 710 Course Organisation 02 703 Course Organisation 03 579 Course Organisation 04 561 Learner Satisfaction 01 820 Learner Satisfaction 02 739 Learner Satisfaction 03 674 Internet Quality 02 645 Learner Satisfaction 04 622 Technology Quality 02 501 Technology Quality 03 Learner Attitude 02 853 Learner Attitude 04 784 Learner Attitude 05 759 Learner Attitude 03 756 71 Learner Attitude 01 717 Interaction 04 691 Interaction 05 685 Interaction 02 678 Interaction 03 662 Interaction 01 591 Technology Quality 04 725 Internet Quality 01 634 Technology Quality 01 786 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations 72 Appendix D: Preliminarily research People in the focus group Tăng Lê Huy 30/10/1981 lehuyat@yahoo.com 090 981 9292 Lê Thị Bình Phương 16/07/1989 lethibinhphuong@gmail.com 091 982 4487 Ngô Tuấn Tài 19/05/1983 ngo.tuan.tai@gmail.com 097 495 2566 Huỳnh Thị Kim Thuận 15/06/1987 kimthuan@horwathdtl.com.vn 097 599 5459 Trần Nguyễn Anh Tuấn 21/06/1988 tuantranqtkd32@gmail.com 0121 939 3912 Nguyễn Thị Ngọc Phương 13/08/1988 phuongnguyen1308@yahoo.com 093 902 8711 Qualitative study Question Teaching capability Interviewee’s comment All interviewees stated they fully understand the meaning of the scale 1/ The instructor appears to be knowledgeable All interviewees discussed and suggested about the course materials this question should be “ The instructors have experienced and in-depth knowledge about academic disciplines” when being translated into Vietnamese 2/ The instructor explains the course materials clearly and understandably 3/The instructor carefully prepares the course materials Online course organization All interviewees stated they completely understand the meaning of the scale 73 4/ The course objectives and contents are clearly introduced 5/ The online course is systematically organized 6/ I fully apprehend the objectives and requirements of the online course 7/ The instructor makes clear the requirements of the course on the Internet Instructor-student interaction All interviewees stated they obviously understand the meaning of the scale 8/ The instructor stimulates online and class discussion 9/ I often discuss with the instructor about the course matters on the Internet 10/ I often discuss with my classmates about the course matters on the Internet 11/ The instructor encourages students to ask questions via information technology (IT) devices 12/ The instructor encourages students to express new ideas and opinions through IT devices Learner attitude toward technology All interviewees stated they clearly understand the meaning of the scale 13/ I believe that working with technology is very difficult 14/ I believe that working with technology is very complicated 74 15/ I believe that working with technology requires technical ability 16/ I believe that working with technology can be done only if one knows a programming language 17/ I believe that working with technology is for young people only Technology quality All interviewees stated they fully understand the meaning of the scale 18/ I feel the information technologies used in elearning are very easy to use 19/ I feel the information technologies used in elearning have many useful functions 20/ I feel the information technologies used in elearning have good flexibility 21/ I feel the information technologies used in elearning are easy to obtain Internet quality All interviewees stated they obviously understand the meaning of the scale 22/ I feel satisfied with the speed of the Internet 23/ I feel that it is easy to go on-line E-learner satisfaction All interviewees stated they definitely understand the meaning of the scale 24/ I am satisfied with my decision to take this course or subject via the Internet 25/ If I had an opportunity to take another course or 75 subject via the Internet, I would gladly so 26/ I feel that this course or subject served my needs well 27/ I will take as many courses or subjects via the Internet as I can In summary, all of the interviewees stated that they definitely understood the meaning of the questions, and expressed that these questions were proper to survey students about their perception of what factors related to their satisfaction with e-learning at universities in Ho Chi Minh city In addition, the interviewees suggested to use various means of e-learing, including distance education, online courses, and online learning, when be translated into Vitenamese They said that these means of e-learning would help people understand easier and easier in the survey 76 ... limitation of scope and elearner participation, the lack of necessary facilities The other problems of e- learning in Vietnam are that the rate of online interaction between teachers and students on the... some students feel unpleased and disappointed when experiencing elearning at Vietnamese universities, including: University of Science Ho Chi Minh city, Ho Chi Minh city Open University, Hutech... students are three kinds of interactions in e- learning activities (Moore, 1989) However, people cannot deny the fact that interactions between instructors and students play a certain role in elearning