(Luận văn) some factors influencing student satisfaction in e learning, a study of university students in ho chi minh city, viet nam

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business t to ng hi ep w n lo NGUYEN HUU QUY ad y th ju SOME FACTORS INFLUENCING STUDENT SATISFACTION IN E-LEARNING A STUDY OF UNIVERSITY STUDENTS IN HO CHI MINH CITY, VIET NAM yi pl n ua al n va ll fu oi m at nh MASTER OF BUSINESS (Honours) z z ht vb k jm om l.c gm n a Lu n va y te re Ho Chi Minh City – Year 2014 UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business t to ng hi ep w n NGUYEN HUU QUY lo ad y th ju SOME FACTORS INFLUENCING STUDENT SATISFACTION IN yi pl E-LEARNING A STUDY OF UNIVERSITY STUDENTS IN HO ua al n CHI MINH CITY, VIET NAM n va ll fu oi m at nh ID: 22110050 z z ht vb k jm gm MASTER OF BUSINESS (Honours) om l.c SUPERVISOR: Dr Nguyen Dong Phong n a Lu n va y te re Ho Chi Minh City – Year 2014 Acknowledgement The process of writing this thesis is a challenging task and an insight full research It t to is almost impossible for me to reach the goal and successfully complete the thesis ng hi without the love, the care, the full support, and guidance from my professors and my ep friends w n The first person I would like to express a great gratitude is my thesis advisor Dr lo ad Nguyen Dong Phong for his assistances and guidance in conducting this research and y th thanks for his generous as well as his support during the time I take part in studying ju yi here Dr Dinh The Hoang is the second person I would like to thanks for his pl ua al dedicated guidelines in data analysis section And further thanks go to the members of n my thesis committee for their feedback, comments and encouragement The thesis va n would not have achieved this quality without their devotion helps ll fu oi m Great thanks to my best friends in for their helps in my life and study Special thanks friends for happy moments we spent together at nh to responders with enthusiasm to help me collect the data and thanks to special ISB z z ht vb Ho Chi Minh City, Mar 2, 2014 k jm om l.c gm Nguyen Huu Quy n a Lu n va y te re i Abstract As a matter of fact, thanks to technology innovations and Internet, we cannot deny the t to fact that people have many diverse ways to approach courses of universities through ng hi Internet, comprising e-learning, online education In addition, in Vietnam, students ep are increasingly demanding online access, and universities, colleges, and institutions w n are working to meet demands As a result, e-learning is emerging as the new paradigm lo ad of modern education in Vietnam The purpose of this paper therefore finds the factors y th of student satisfaction with e-learning at Vietnam universities ju yi In order to this, data of the quantitative survey is gathered from university learners, pl ua al having been experienced the e-learning method in one of the biggest cities, Ho Chi n Minh City Then, the analysis is done via the SPSS software Next, both the results va n and the relations among the factors are explained ll fu oi m The results are expected to support the proposed hypotheses They are able to be at nh essential to provide universities, institutions, and colleges with more information about the student satisfaction of e-learning in Vietnam Limitations, discussions and z z ht vb suggestions will be explained the results in research and practice k jm om l.c gm n a Lu n va y te re ii Table of Contents Acknowledgement……………………………………………………………………i t to Abstract………………………………………………………………………………ii ng hi Table of Contents…………………………………………………………………….iii ep List of tables………………………………………………………………………….vi w n List of figures……………………………………………………………………… vii lo ad Chapter I: Introduction……………………………………………………………… y th 1.1 Background……………………………………………………………….1 ju yi 1.2 Research problem………… pl ua al 1.3 Research objectives……………… n 1.4 Scope of the research…………………………………………………… va n 1.5 Significance of the research…………………………………………… ll fu oi m 1.6 Organization of the thesis ……………………………………………… at nh Chapter II: Literature review and hypothesis ……………………………………… 2.1 Elearning………………………………………………………………… z z ht vb 2.1.1 Definition of e-learning………………………………………….7 k jm 2.1.2 The benefits of e-learning…………………………………… gm 2.1.3 E-learning in Vietnam……………………………… …………9 2.2 Student satisfaction…………………………………………………… 11 om l.c 2.3 Theoretical Background of student satisfaction model …………………13 a Lu 2.4 Factors influencing the student satisfaction with e-learn……………… 18 n n va 2.4.1 Instructor capability……………………………………… ….18 2.5 Research model………………………………………………………… 22 iii y 2.4.3 Technology dimension…………………………………………21 te re 2.4.2 Learner attitude toward computers……………………… … 20 Chapter III: Methodology……………………………………………………………24 3.1 Research process ……………………………………………………….24 t to 3.2 Preliminarily qualitative research……………………………………… 27 ng hi 3.3 Sampling design………………………………………………………….27 ep 3.4 Measurement…………………………………………………………… 28 w n 3.5 Quantitative Research ……………………………………………… …28 lo ad 3.6 Data analysis…………… 29 y th Chapter IV: Research Results ………………………………………………… … 30 ju yi 4.1 Data statistical analysis………………………………………………… 30 pl ua al 4.2 Cronbach’s Alpha coefficient of reliability test………………………… 32 n 4.3 Exploratory Factor Analysis ( EFA) result………………………………35 va n 4.4 Independence of residual……………………………………………… 38 ll fu oi m 4.5 Test of normality of residual and heteroscedasticity…………………….39 at nh 4.6 Multicollinearity test…………………………………………………… 39 4.7 No significant outliers or influential points………………………………40 z z ht vb 4.8 Hypotheses Testing…………………………………………………… 41 k jm 4.9 Summary of the Results………………………………………………… 43 gm Chapter V Discussion, Implications, Limitation, and Conclusion………………… 46 5.1 Discussion ……………………………………………………………… 46 om l.c 5.2 Implications and suggestions…………………………………………… 47 a Lu 5.2.1 Instructor capability…………………………………………… 47 n n va 5.2.2 Learner attitude toward computers…………………………… 49 5.4 Limitaions…………………………………………………………… .52 iv y 5.3 Conclusion……………………………………………………………….51 te re 5.2.3 Technology dimension……………………………………… 50 References………………………………………………………………………… 54 Appendix A Questionnaire………………………………………………………… 60 t to Appendix B: Chart……………………………………………………………………67 ng hi Appendix C: Table………………………………………………………………… 70 ep Appendix D: Preliminarily research………………………………………………….73 w n lo ad ju y th yi pl n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re v List of tables Table 4.1.1: Description…………………………………………………………… 31 t to Table 4.2.1: Reliability Statistics………………………………………………… 33 ng hi Table 4.2.2: Item-Total Statistics………………………………………………… 33 ep Table 4.2.3: Reliability Statistics………………………………………………… 33 w n Table 4.2.4: Item-Total Statistics………………………………………………… 34 lo ad Table 4.2.5: Reliability Statistics………………………………………………… 34 y th Table 4.2.6: Item-Total Statistics………………………………………………… 34 ju yi Table 4.2.7: Reliability Statistics………………………………………………… 35 pl ua al Table 4.2.8: Item-Total Statistics………………………………………………… 35 n Table 4.3.1: KMO and Bartlett's Test ………………………………………………36 va n Table 4.3.2: Total Variance Explained…………………………………………… 37 ll fu oi m Table 4.4.1: Model Summary ………………………………………………………39 at nh Table 4.6.1: Coefficients…………………………………………………………… 40 Table 4.7.1: Casewise Diagnostics………………………………………………….40 z z ht vb Table 4.8.1: ANOVA……………………………………………………………… 41 k jm Table 4.9.1: Results of the Testing Hypotheses…………………………………… 44 om l.c gm n a Lu n va y te re vi List of Figures Figure 2.3.1 Partial model of student satisfaction and retention………………… 14 t to Figure 2.3.2 A conceptual model of user’ satisfaction, behavioral intention, and ng hi effectiveness toward e-learning…………………………………………………… 15 ep Figure 2.3.3: Research model……………………………………………………….16 w n Figure 2.3.4 Dimensions and antecedents of perceived e-learner satisfaction…….17 lo ad Figure 2.5.1: Factors of e-learner satisfaction model………………………………23 y th Figure 3.3.1: The Structure of the Method approach for this Research…………… 26 ju yi Figure 4.9.2: The final research model…………………………………………… 45 pl n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re vii Chapter I Introduction 1.1 Background t to As a matter of fact, it is almost impossible for governments to develop their ng hi countries in all aspects without paying attention to education In other words, ep education is viewed as means for growing the society, economy, and politics of a w country The crucial of education and its delivery to the citizens is therefore n lo ad imperative Moreover, modern society requires people to be able to study regularly, y th continuously and all their life In addition, its core is self-learning, self-striving ability ju yi to improve specialty, professional skills and quality of life E-learning is one of the pl ua al methods satisfying these demands To build a successful learning society in Viet n Nam, the State and Party have concerned very much According to the eleventh va n Congress of Communist Party of Viet Nam (2011), promoting the study fu ll encouragement movement, building a learning society, and expanding e-learning oi m at nh mode would be goals of the State Vietnam’s movement toward a market-oriented economy and participation in z z ht vb the World Trade Organization (WTO) have opened the doors to greater opportunities k jm as well as challenges for business To be more precise, new markets for goods and gm services exports, access to imported raw materials and technologies, and more l.c chances for international business co-operation are opportunities when Vietnam is a om market-oriented economy and a member of WTO A more open market, however, a Lu leads to stronger competition and to imposition of stricter business standards, such as n n va product quality and safety (Nguyen, & Nguyen, 2010) Among several challenges, skills has been enormous since Vietnam opened its market Vietnamese universities, y for Vietnam In addition, the rising demand of people in updating knowledge and te re lack of knowledge about business management is possibly one of the most difficulties 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 t to education and training This study is used for the master thesis “Some factors have ng hi influences on student satisfaction with e-learning” Not only does the research provide ep an empirical understanding about the essential role of factors affecting student w satisfaction with e-learning, but also presents strategic implications and directions for n lo ad the development of e-learning in Viet Nam Please select the appropriate answers and y th thank you for your cooperation.( Các Anh/Chị đóng góp ý kiến cho phiếu khảo sát ju yi hoàn toàn tự nguyện ẩn danh Các Anh/Chị dừng cho ý kiến vào bất pl ua al kì thời điểm anh/chị muốn Phiếu khảo sát đề cập đến quan điểm anh/chị n E-learning E-learning có nghĩa anh/chị tận dụng tiến khoa học va n kĩ thuật ( chẳng hạn điện thoại di động, laptops, ipads, and máy vi tính….) fu ll Internet cho việc học bạn Phiếu dùng cho đề tài nghiên cứu “ Một oi m at nh 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 z z ht vb thỏa mãn người học với e-learning mà gợi ý chiến lược hướng k jm dẫn cho phát triển e-learning Việt Nam Xin anh/chị vui lòng dành chút thời om l.c anh/chị!!!) gm gian để chọn câu trả lời thích hợp chân thành cảm ơn giúp đỡ n a Lu Filter questions (Câu hỏi bắt buộc) n va Have you ever taken part in any academic courses and subjects combining with có dùng Internet, điện thoại di động, laptops, ipads, máy vi tính ko ?) 62 y computers, etc)? ( Anh/ chị có tham gia khóa học thuật mơn học te re Internet and technology innovations (such as mobile phones, laptops, ipads, and Yes ( Có): … => Continue (Tiếp tục trả lời) No ( Không): … => Stop ( Dừng đây) t to ng hi A.Instructions ( Hướng dẫn) ep The below statements assess your perceptions about online learning For each of the w following statements, please choose and circle the number that indicates the level of n lo ad your agreement or disagreement using the following scale ( Các phát biểu bên y th liên quan đến nhận thức bạn việc học mạng Đối với phát biểu ju yi sau, xin anh/chị vui lòng chọn khoanh tròn lựa chọn cho phát biểu sau ua al Neutral Agree Strongly Agree (Đồng ý) (Rất đồng ý) n pl theo mức): (Không đồng ý) (Phân vân) ll (Rất không đồng ý) fu Disagree n va Strongly Disagree oi m at nh Teaching capability ( Khả giảng dạy) z z ƒ1/ The instructor appears to be knowledgeable about the course materials (Giáo viên vb ht có kiến thức chuyên sâu môn học)………………………………… … jm k ƒ2/ The instructor explains the course materials clearly and understandably (Người gm hướng dẫn giải thích tài liệu học tập rõ ràng dễ hiểu)……………… l.c om ƒ3/The instructor carefully prepares the course materials (Người hướng dẫn chuẩn bị n a Lu tài liệu học tập cách cẩn thận)……………… ………………… va n Online course organization ( Tổ chức khóa học trực tuyến) 63 y dung khóa học giới thiệu rõ ràng)………… ………………….…….1 te re ƒ4/ The course objectives and contents are clearly introduced (Các mục tiêu nội ƒ5/ The online course is systematically organized (Các khóa học trực tuyến tổ chức có hệ thống )………………………………… …………………… t to ƒ6/ I fully apprehend the objectives and requirements of the online course (Tơi hồn ng hi tồn bắt mục tiêu yêu cầu khóa học trực tuyến )…… … ep ƒ7/ The instructor makes clear the requirements of the course on the Internet (Người w dạy làm rõ yêu cầu khóa học Internet )…………………… n lo ad y th Instructor-student interaction (Tương tác giáo viên người học) ju yi ƒ8/ The instructor stimulates online and class discussion (Người hướng dẫn khuyến pl ua al khích thảo luận mạng lớp )…………… ……………………… n ƒ9/ I often discuss with the instructor about the course matters on the Internet ( Tôi va n thường thảo luận với giáo viên vấn đề khóa học mạng)……5 fu ll ƒ10/ I often discuss with my classmates about the course matters on the Internet (Tôi oi m at nh thường thảo luận với bạn lớp vấn đề khóa học mạng Internet)…………………………………………………………………… z z ht vb ƒ11/ The instructor encourages students to ask questions via information technology k jm (IT) devices (Giảng viên khuyến khích sinh viên đặt câu hỏi thơng qua thiết bị gm công nghệ thông tin ( CNTT) )………………….……………………….….5 l.c ƒ12/ The instructor encourages students to express new ideas and opinions through IT om devices (Giảng viên khuyến khích sinh viên thể ý tưởng ý kiến a Lu thông qua thiết bị CNTT) ………………………………………… ….5 n n va ƒ13/ I believe that working with technology is very difficult (Tôi tin làm việc với máy tính khó khăn )………………………………………… …1 64 y te re Learner attitude toward technology (Thái độ người học máy tính) ƒ14/ I believe that working with technology is very complicated (Tơi tin làm việc với máy tính phức tạp )………………………………………………1 t to ƒ15/ I believe that working with technology requires technical ability (Tôi tin ng hi làm việc với máy tính địi hỏi có kỹ thuật )…………………………………1 ep ƒ16/ I believe that working with technology can be done only if one knows a w programming language (Tôi tin làm việc với máy tính thực n lo ad biết ngôn ngữ lập trình)…………………………………………… y th ƒ17/ I believe that working with technology is for young people only (Tôi tin làm ju yi việc với máy tính dành cho người trẻ tuổi)………… ………1 pl ua al n Technology quality (Chất lượng công nghệ) va n ƒ18/ I feel the information technologies used in e-learning are very easy to use (Tôi fu ll cảm thấy công nghệ thông tin sử dụng học tập điện tử dễ sử oi m at nh dụng)……………………………………………………………………… ƒ19/ I feel the information technologies used in e-learning have many useful functions z z ht vb (Tôi cảm thấy công nghệ thông tin sử dụng học tập trực tuyến có nhiều k jm chức hữu ích )…………… ………………………………………….5 gm ƒ20/ I feel the information technologies used in e-learning have good flexibility (Tôi l.c cảm thấy công nghệ thông tin sử dụng học tập điện tử có tính linh om hoạt)…………………………………………………………………………5 a Lu ƒ21/ I feel the information technologies used in e-learning are easy to obtain (Tôi cảm n n va thấy công nghệ thông tin sử dụng học tập điện tử dễ dàng để có y te re 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 t to ƒ23/ I feel that it is easy to go on-line (Tôi cảm thấy dễ dàng để lên ng hi mạng)……………………………………………………………………… ep E-learner satisfaction (Sự hài lòng người học) w ƒ24/ I am satisfied with my decision to take this course or subject via the Internet (Tơi n lo ad hài lịng với định để tham dự môn học thông qua y th Internet)…………………………………………………………….……….1 ju yi ƒ25/ If I had an opportunity to take another course or subject via the Internet, I would pl ua al gladly so ( Nếu tơi có hội để tham dự khố học khác thơng qua Internet, n sẵn sàng làm vậy)……………………………………………………1 va n ƒ26/ I feel that this course or subject served my needs well (Tôi cảm thấy môn fu ll học đáp ứng nhu cầu tôi)…………………………………….1 oi m at nh ƒ27/ I will take as many courses or subjects via the Internet as I can (Tôi tham gia nhiều mơn học thơng qua Internet mà tơi có thể) ………………… …….1 z z ht vb B Please give some information about your self before getting the survey k jm finished gm ƒ Your full name (Tên bạn): … 36-45 … > 45 om … 22-35 l.c ƒ Age ( tuổi): … Female ( Phụ nữ) ƒ Gender ( Giới tính) : … Male ( Đàn ông) a Lu ƒ The highest academic degree you have acquired (Mức độ học thuật cao bạn n n va có được) : y te re … Bachelor Degree ( Cử nhân) … Master Degree ( Thạc sĩ) … Doctor Degree ( Tiến sĩ) 66 Appendix B: Chart Chart : Regression Standadized Residual t to ng hi ep w n lo ad ju y th yi pl n ua al n va ll fu oi m at nh z z ht vb Chart 2: Normal P-P Plot of Regression Standardized Residual k jm om l.c gm n a Lu n va y te re 67 Chart 3: Scatterplot t to ng hi ep w n lo ad ju y th yi pl n ua al n va fu ll Chart 4: Relationship between Learner Satisfaction (LS) and Instructor Capability ( IC) oi m at nh z z ht vb k jm om l.c gm n a Lu n va te re y Chart 5: Relationship between Learner Satisfaction (LS) and Learner Attitude (LA) 68 t to ng hi ep w n lo ad Chart 6: Relationship between Learner Satisfaction (LS) and Technology (TE) ju y th yi pl n ua al n va ll fu oi m at nh z z ht vb k jm Chart 7: Scree Plot om l.c gm n a Lu n va y te re 69 Appendix C: Table Table 1: Gender t to Cumulative ng Frequency hi Valid Percent Valid Percent Percent ep w Nu-Female 167 55.9 55.9 55.9 Nam-Male 132 44.1 44.1 100.0 Total 299 100.0 100.0 n lo ad y th Table 2: Age ju Cumulative Percent yi Frequency pl Valid 22-35 209 al 90 Total 299 Percent 69.9 69.9 69.9 30.1 30.1 100.0 n ua 36-45 Valid Percent 100.0 100.0 n va fu ll Table 3: Degree m oi Cumulative nh Percent Valid Percent Bachelor 126 42.1 42.1 Master 173 57.9 57.9 Total 299 100.0 100.0 Percent at Valid Frequency 42.1 z z 100.0 ht vb Interaction 04 70 y Interaction 03 te re Interaction 02 n Interaction 01 va Course Organization 04 n Course Organisation 03 a Lu Course Organisation 02 om Course Organisation 01 Valid (%) 12.4 14.7 17.7 20.1 16.1 17.1 19.1 15.1 13.7 9.7 20.7 l.c Teaching Capability 03 Valid (%) 45.8 50.5 43.5 46.5 41.8 38.1 35.8 37.8 36.1 31.4 38.5 Teaching Capability 02 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 gm Teaching Capability 01 Valid (%) 6.4 6.7 6.0 4.0 9.0 6.0 9.0 5.0 10.7 10.4 9.4 k jm Items Interaction 05 Learner Attitude 01 Learner Attitude 02 t to Learner Attitude 03 ng Learner Attitude 04 hi Learner Attitude 05 ep Technology Quality 01 Technology Quality 02 w Technology Quality 03 n lo Technology Quality 04 ad Internet Quality 01 y th Internet Quality 02 ju Learner Satisfaction 01 yi Learner Satisfaction 02 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 n ua al Learner Satisfaction 04 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 pl Learner Satisfaction 03 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 n va Table 5: Rotated Component Matrixa fu Component ll 722 Course Organisation 01 710 Course Organisation 02 703 Course Organisation 03 579 Course Organisation 04 561 z Teaching Capability 01 z 794 at Teaching Capability 02 nh 820 oi Teaching Capability 03 m ht vb k jm Learner Satisfaction 04 622 Technology Quality 02 501 n 645 va Internet Quality 02 n 674 a Lu Learner Satisfaction 03 om 739 l.c Learner Satisfaction 02 820 gm Learner Satisfaction 01 853 Learner Attitude 04 784 Learner Attitude 05 759 Learner Attitude 03 756 y Learner Attitude 02 te re Technology Quality 03 71 Learner Attitude 01 717 t to ng hi ep Interaction 04 691 Interaction 05 685 Interaction 02 678 Interaction 03 662 Interaction 01 591 725 w 634 Technology Quality 04 Internet Quality 01 n 786 lo Technology Quality 01 ad Extraction Method: Principal Component Analysis y th Rotation Method: Varimax with Kaiser Normalization ju a Rotation converged in iterations yi pl n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re 72 Appendix D: Preliminarily research t to People in the focus group Huy 30/10/1981 lehuyat@yahoo.com 090 981 9292 Lê Thị Bình Phương 16/07/1989 lethibinhphuong@gmail.com 091 982 4487 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 hi Tăng Lê w ng ep n Ngô Tuấn lo ad ju y th yi pl n ua al va Interviewee’s comment n Question Qualitative study ll fu All oi m Teaching capability interviewees stated they fully at nh understand the meaning of the scale z 1/ The instructor appears to be knowledgeable All interviewees discussed and suggested z this question should be “ The instructors experienced and in-depth k jm have ht vb about the course materials gm knowledge about academic disciplines” 2/ The instructor explains the course materials n a Lu clearly and understandably om l.c when being translated into Vietnamese va 3/The instructor carefully prepares the course n Online course organization All interviewees stated they completely understand the meaning of the scale 73 y te re materials 4/ The course objectives and contents are clearly introduced t to 5/ The online course is systematically organized ng hi 6/ I fully apprehend the objectives and ep requirements of the online course w 7/ The instructor makes clear the requirements of n lo ad the course on the Internet y th All interviewees stated they obviously Instructor-student interaction ju yi understand the meaning of the scale pl n discussion ua al 8/ The instructor stimulates online and class va n 9/ I often discuss with the instructor about the ll fu oi m course matters on the Internet k om l.c gm Learner attitude toward technology jm new ideas and opinions through IT devices ht 12/ The instructor encourages students to express vb questions via information technology (IT) devices z 11/ The instructor encourages students to ask z course matters on the Internet at nh 10/ I often discuss with my classmates about the All interviewees stated they clearly a Lu understand the meaning of the scale n va n 13/ I believe that working with technology is very te re difficult y 14/ I believe that working with technology is very complicated 74 15/ I believe that working with technology requires technical ability t to 16/ I believe that working with technology can be ng hi done only if one knows a programming language ep 17/ I believe that working with technology is for w young people only n lo All ad Technology quality interviewees stated they fully y th understand the meaning of the scale ju yi 18/ I feel the information technologies used in e- pl ua al learning are very easy to use n 19/ I feel the information technologies used in e- n va learning have many useful functions ll fu ht vb All interviewees stated they obviously k jm Internet quality z learning are easy to obtain z 21/ I feel the information technologies used in e- at nh learning have good flexibility oi m 20/ I feel the information technologies used in e- a Lu E-learner satisfaction om 23/ I feel that it is easy to go on-line l.c 22/ I feel satisfied with the speed of the Internet gm understand the meaning of the scale All interviewees stated they definitely n n va understand the meaning of the scale te re 24/ I am satisfied with my decision to take this y 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 t to needs well ng hi 27/ I will take as many courses or subjects via the ep Internet as I can w In summary, all of the interviewees stated that they definitely understood the meaning of the n lo ad questions, and expressed that these questions were proper to survey students about their y th perception of what factors related to their satisfaction with e-learning at universities in Ho Chi ju yi Minh city In addition, the interviewees suggested to use various means of e-learing, including pl ua al distance education, online courses, and online learning, when be translated into Vitenamese n They said that these means of e-learning would help people understand easier and easier in the n va survey ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re 76