The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education
Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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VJE
2022-03-01
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| Series: | Vietnam Journal of Education |
| Subjects: | |
| Online Access: | https://vje.vn/index.php/journal/article/view/132 |
| _version_ | 1797213536952254464 |
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| author | Tuong Cao Dinh Phuong Bao Ngoc Nguyen Thu Truc Thi Nguyen Xuyen My Thi Ngo An Trung Le Nguyen |
| author_facet | Tuong Cao Dinh Phuong Bao Ngoc Nguyen Thu Truc Thi Nguyen Xuyen My Thi Ngo An Trung Le Nguyen |
| author_sort | Tuong Cao Dinh |
| collection | DOAJ |
| description |
Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize, manage, and control their learning process. In this study, the authors tested the correlations between student satisfaction and academic achievement involving student characteristics, self-regulated learning, and Internet self-efficacy. Data were collected from 750 undergraduate students responding to an online survey questionnaire. To examine the correlation between factors in this research, a correlation analysis approach in SPSS 25 was utilized. Qualitative data were coded using MAXQDA in order to figure out other factors affecting student satisfaction. The results of the research showed Internet self-efficacy, self-regulated learning, student satisfaction, and academic achievement were significantly correlated with each other whereas gender and students’ prior experience online were perceived to highly correlate with those constructs as well. Qualitative results indicated factors impacting students’ satisfaction in online learning and supported most part of the quantitative results. Pedagogical implications and limitations of the study are also discussed.
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| first_indexed | 2024-03-07T15:51:29Z |
| format | Article |
| id | doaj.art-853b240693ce4826be5d8ec4e2842d62 |
| institution | Directory Open Access Journal |
| issn | 2588-1477 2815-5572 |
| language | English |
| last_indexed | 2024-04-24T10:59:51Z |
| publishDate | 2022-03-01 |
| publisher | VJE |
| record_format | Article |
| series | Vietnam Journal of Education |
| spelling | doaj.art-853b240693ce4826be5d8ec4e2842d622024-04-12T04:05:37ZengVJEVietnam Journal of Education2588-14772815-55722022-03-0161The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher EducationTuong Cao Dinh0Phuong Bao Ngoc Nguyen1Thu Truc Thi Nguyen2Xuyen My Thi Ngo3An Trung Le Nguyen4FPT University, VietnamFPT University, Vietnam FPT University, VietnamFPT University, VietnamFPT University, Vietnam Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize, manage, and control their learning process. In this study, the authors tested the correlations between student satisfaction and academic achievement involving student characteristics, self-regulated learning, and Internet self-efficacy. Data were collected from 750 undergraduate students responding to an online survey questionnaire. To examine the correlation between factors in this research, a correlation analysis approach in SPSS 25 was utilized. Qualitative data were coded using MAXQDA in order to figure out other factors affecting student satisfaction. The results of the research showed Internet self-efficacy, self-regulated learning, student satisfaction, and academic achievement were significantly correlated with each other whereas gender and students’ prior experience online were perceived to highly correlate with those constructs as well. Qualitative results indicated factors impacting students’ satisfaction in online learning and supported most part of the quantitative results. Pedagogical implications and limitations of the study are also discussed. https://vje.vn/index.php/journal/article/view/132Self-regulated learningInternet self-efficacystudents’ satisfactionacademic achievementonline learninghigher education |
| spellingShingle | Tuong Cao Dinh Phuong Bao Ngoc Nguyen Thu Truc Thi Nguyen Xuyen My Thi Ngo An Trung Le Nguyen The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education Vietnam Journal of Education Self-regulated learning Internet self-efficacy students’ satisfaction academic achievement online learning higher education |
| title | The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education |
| title_full | The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education |
| title_fullStr | The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education |
| title_full_unstemmed | The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education |
| title_short | The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education |
| title_sort | predictors of students satisfaction and academic achievements in online learning environment in higher education |
| topic | Self-regulated learning Internet self-efficacy students’ satisfaction academic achievement online learning higher education |
| url | https://vje.vn/index.php/journal/article/view/132 |
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