RESEARCH ON ONLINE LEARNING, e LEARNING IMPACT ON STUDENT SATISFACTION

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY FOR HIGH QUALITY TRAINING COURSE: DATA ANALYSIS INSTRUCTOR: Ph.D Nguyen Khac Hieu RESEARCH ON ONLINE LEARNING, E-LEARNING IMPACT ON STUDENT SATISFACTION AUTHORS: Lê Hoàng Kim Thanh - 19124064 Nguyễn Mai Thảo - 19124065 Trần Thị Hải Yến - 19124043 1 SPECIAL THANKS TO The first words allow the author to express sincere and deep gratitude to Ph.D Nguyen Khac Hieu - the scientific instructor for the author, directed the topic, directly guided and had valuable suggestions to help the author during the research implementation The author would like to thank the teachers and teachers of Ho Chi Minh City University of Technology and Education for teaching and imparting valuable knowledge to the author as the foundation for this study At the same time, the author would like to thank the Masters and Postgraduate Department of Ho Chi Minh City University of Technical Education for their enthusiastic help and guidance in completing the procedures related to the study assist The author also would like to sincerely thank you, sisters and colleagues for creating favorable conditions, providing documents, discussions to help the author complete the scales, surveys and take time to refer and answer the survey Finally, the author would like to thank family and friends for their help and for creating a solid support for the author during the study and to obtain the research results Sincerely thank Ho Chi Minh City, June 2021 Authors Lê Hoàng Kim Thanh Nguyễn Mai Thảo Trần Thị Hải Yến 1 TABLE OF CONTENTS SPECIAL THANKS TO .1 TABLE OF CONTENTS INTRODUCTION 1.1 Reasons for choosing topics: 1.2 Research objectives 1.3 Research methods and data .6 1.3.1 Research methods: 1.3.2 Data: 1.4 Meanings of the research 1.5 Structure of reports 1.6 Definitions of key concepts 1.6.1 Online learning, E-learning concepts: 1.6.2 Student satisfaction with training activities concept: 1.6.3 University service quality concept: 1.6.4 The relationship between university service quality and student satisfaction: LITERATURE REVIEWS AND RESEARCH MODEL 2.1 Literature reviews 2.2 Relevant research overview 11 2.2.1 Domestic research: 11 2.2.2 Research abroad: 13 2.3 Research model .19 2.4 Research Hypotheses 20 2.4.1 Applications: 20 2.4.2 Teaching methods: 21 2.4.3 Systems functionality: .21 2.4.4 Support services: 21 2.4.5 Interaction in the learning process: 21 2.4.6 Students Satisfaction: .21 2.4.7 The investment of the university: 21 RESEARCH METHODS .22 3.1 Research process .22 3.2 Scale construction 22 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 3.3 Data collection and sample .26 3.4 Data analysis (Theory) 26 3.4.1 Descriptive: .26 3.4.2 Cronbach's Alpha analysis: 26 3.4.3 Exploratory factor analysis (EFA): 27 3.4.4 Regression: 28 3.4.5 T-test, ANOVA: .28 RESEARCH RESULTS .28 4.1 Descriptive statistics .28 4.1.1 Demographics: 28 4.1.2 Descriptive statistics of variables: 31 4.2 Cronbach’s alpha analysis .32 4.2.1 APP (Non of Applications Factors): 32 4.2.2 TM (Non of Teaching Methods Factors): 33 4.4.3 SF (Non of System Functionality Factors): .33 4.4.4 SUPF (Non of Support Factors): .34 4.4.5 ITF (Non of Interaction in the learning process Factors): 34 4.4.6 SS (Non of Student Satisfaction): 34 4.4.7 INV (Non of The investment of your university): 35 4.3 Exploratory factor analysis (EFA): 35 4.4 Regression: .38 4.5 T-test, ANOVA: .38 CONCLUSIONS AND SUGGESTIONS 40 5.1 Conclusions .40 5.2 Suggestions .40 5.2.1 About applications: 40 5.2.2 About teaching methods: 40 5.2.3 About systems functionality: 41 5.2.4 About support services: 41 5.2.5 About interaction in the learning process: .41 5.2.6 About the investment of the university: 41 5.3 Limitations 41 REFERENCES 42 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION INTRODUCTION 1.1 Reasons for choosing topics: The year 2021 has been an eventful year with the most horrifying events - the Covid-19 pandemic is still ongoing Having delayed the process of activities to all areas of the world, even students' attendance to school in classes is minimized Online teaching method is applied instead This is a method that has appeared for a long time but has not been invested nor used prevailing in previous years Therefore, when teaching online has been introduced instead of traditional teaching methods, it has brought a lot of feedback from students - who are directly involved in acquiring knowledge through this learning method Ho Chi Minh City University of Technology and Education is no exception, the school has deployed and introduced this learning method and applied it urgently to students, in order to solve the difficult problem - the epidemic is impossible to school in front of me As well as to ensure the school's students' learning and continuing on with the pace Therefore, this survey aims to collect the most objective opinions from students of Ho Chi Minh City University of Technology and Education, as well as the satisfaction and actual learning results from the online teaching method this is new From that point out the shortcomings and shortcomings of online learning and new directional solutions to improve the quality and conditions of online teaching and learning of Ho Chi Minh City University of Technology and Education Ho Chi Minh City, bringing student satisfaction, helps students have a learning condition and acquires knowledge through this learning in the most comfortable and effective way 1.2 Research objectives General objective: Determine the factors affecting the student satisfaction of Ho Chi Minh City University of Technology and Education with the online instruction, E-Learning Thereby proposal to upgrade and improve the online instruction, E-Learning Detailed objectives: Identify the advantages, quality and influence of the Ho Chi Minh City University of Technology and Education’s online learning system Determine the importance and level of students' absorption of knowledge through online learning methods Give some ideas, comments to improve the online learning system and RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION teaching efficiency on the online platform and bring satisfaction to students of Ho Chi Minh City University of Technology and Education about e-learning methods 1.3 Research methods and data 1.3.1 Research methods: Quantitative research is done mainly by methods of online survey and mobile survey The author relied on the results from studies with similar content to summarize the variables that affect student satisfaction when participating in online learning Then put into a survey to get the opinion of students of Ho Chi Minh University of Technology and Education to synthesize the level of factors that create student satisfaction when studying online, and then propose solutions to improve and improve the quality of online teaching for students Quantitative research is conducted as follows: The author will design a survey based on variables of the same studies and the newly added variables The author put the link to participate in the survey on the student group of Ho Chi Minh City University of Technology and Education for students to participate in the survey to get opinions 1.3.2 Data: The data collection process is done according to a convenient method, the author performed in parallel during the study: - Select students who are currently studying at Ho Chi Minh City University of Technology and Education - Send the survey to the subjects via the online form, link the survey form to the online discussion groups of students at Ho Chi Minh City University of Technology and Education on the social networking site Facebook - Recieve the survey via online survey, survey participants will be anonymous - The author summarizes the survey questionnaires before conducting data entry and analysis 1.4 Meanings of the research Helping the Ho Chi Minh City University of Technology and Education to offer suggestions for improving the complete online learning system to effectively absorb students' knowledge, and propose measures to help students learn more effectively through the online learning system RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 1.5 Structure of reports Chapter 1: Introduction Chapter 2: Literature reviews and research model Chapter 3: Research methods Chapter 4: Research results Chapter 5: Conclusions and suggestions, implications of research for Ho Chi Minh City University of Technology and Education to improve online teaching methods 1.6 Definitions of key concepts 1.6.1 Online learning, E-learning concepts: Online learning or E-learning is a type of education and learning that uses the Internet as a medium Lecturers and students can use the E-learning system on PCs, tablets, or cellphones with an Internet connection to learn and train Teachers can use the E-learning platform to directly instruct students or send and save lectures and lesson data, including images, videos, and audio, on the system Students can also see many lectures online or in person, interact with other teachers and students, establish discussion topics in the forum, take tests, and much more 1.6.2 Student satisfaction with training activities concept: There have been many conceptual studies on customer satisfaction, but these concepts are abstract and hazy because customer satisfaction is defined as meeting the requirements and wants of the consumer Researchers have proposed the following consumer satisfaction concepts: The "Perception – Perception" hypothesis, which is used to examine consumer satisfaction with the quality of an agency's services or products, is a prominent theory for measuring customer satisfaction That idea is made up of two sub-processes that have independent effects on customer satisfaction: pre-purchase service expectations and post-purchase service perception The total assessment of students' perceived value of training quality is based on their impression of what they gain and lose[ CITATION Trầ19 \l 1033 ] Student satisfaction with training activities is defined as the students' satisfaction with their training and working environment (training programs, textbooks, learning materials, training organizations, staffs, etc.) lecturers, facilities, supporting equipment, support services, etc.) to meet the demand to become a skilled trainer [ CITATION LêT14 \l 1033 ] RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 1.6.3 University service quality concept: There are a lot of different viewpoints when it comes to educational services Many individuals believe that education is a government-provided service Private educational institutions, in fact, provide educational services Higher education services are progressively becoming a known concept for many individuals in Vietnam nowadays However, there are numerous points of view and disputes regarding higher education services in non-public colleges Higher education is a service, a marketable commodity that is both collective (decided by the state and the general public) and marketable (determined by the market) In some elements, such as competition and monopoly, higher education is still subject to state involvement to some level For a variety of reasons, higher education must be managed by the government Most crucially, the key human resource for socioeconomic development is the result of higher education However, some modern viewpoints hold that higher education services lack sufficient features to be termed a pure public benefit and instead possess several significant features of a private good Customers in higher education are more aware of their wants than service suppliers That is the ideal environment for the market mechanism in higher education to flourish 1.6.4 The relationship between university service quality and student satisfaction: Education is one of the service sectors, and it is regarded as the backbone, contributing significantly to a country's development and economy Universities in the country, as well as around the world, have a problem in terms of education quality (Ha Nam Khanh Giao, 2018) “Students, on the other hand, are a university's "clients" (Huang, 2009) “Service is one of the major components that enhance positive values and can affect the performance of a university,” Berry (1995) remarked The perception of student happiness as a critical instrument for improving university service quality “Higher education can be considered as a “pure service,” suggesting that it has all the distinct qualities of a service,” according to Oldfield & Baron (2000) As a result, “it is critical to attempt to analyze the degree of service quality and to understand the numerous aspects that affect total service quality, which is a factor for educational institutions to design their services in the best possible way,” according to the report (Firdaus, 2006) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION LITERATURE REVIEWS AND RESEARCH MODEL 2.1 Literature reviews E-learning is a type of service in which students will be involved in the service delivery process In the field of human-machine interaction, the experience through the interactions affects their satisfaction And after the experience process, the user will evaluate the difference between the original desire and the reality received and this difference is aggregated to create their satisfaction or dissatisfaction about the information system Therefore, the process of assessing user satisfaction must be carried out before and after exposure to the system In which there are some famous models such as a model of End-users computing statisfaction by Doll and Torkzadeh (1988) Picture 2.1 Research Model “The Measurement of End-User Computing Satisfaction” Source: Doll and Torkzadeh (1988) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION provide an immersive experience quality online for their students (4) Cheok, Mei Lick; Wong, Su Luan (2015) researched “Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review.” 14 This study is based on the evaluation of previous studies on satisfaction in using information technology systems From there, building a theoretical model of the factors determining the satisfaction of e-learning and learning of junior high school in teaching RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION teachers There are three main defined groups: user-related characteristics, organizational h i i d l i h i i RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION characteristics, and e-learning system characteristics The results: The results show that the teacher's characteristics such as attitude, anxiety and efficiency will to a large extent affect whether the system will operate effectively or not Besides, teachers also need to be supported to change their pedagogy Organization of support in terms of; training, techniques and management, are all important factors needed to motivate teachers to adopt innovation The e-learning system is also very important in ensuring that teachers are satisfied after using it Aspects such as flexibility, interactivity, perceived usefulness, and perceived ease of use must be considered (5) Yu-Chun Kuo, Andrew E Walker, Brian R Belland and Kerstin E E Schroder (2013) researched “A Predictive Study of Student Satisfaction in Online Education Programs” This study has determined that learner-instructor interaction, learner-content interaction, and self-efficacy on the Internet are significant predictors of student satisfaction in online learning process Learner interaction with content is the strongest predictor of any important predictor of student satisfaction In addition, gender and class level significantly influence the interaction between learners and learners The results: The results show that the interaction between learners and instructors, interaction between learners with content and their own effectiveness on the Internet are good predictors of student satisfaction while interacting among students and self-regulated learning methods did not contribute to student satisfaction Learner interaction and content explained the biggest difference in student satisfaction In addition, gender, class level, and time spent online per week appear to influence learner-student interaction, Internet effectiveness, and self-regulation 15 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION Table 2.1 Summary of relevant research results Michel Lana Michael Yu- e T C Herbert, Chun Cole, Jacks Ph.D Kuo, Daniel on, Chair, Andre J Ph.D Criminal w E Justice Walke Departm r, ent Brian Bemidji R State Bellan Shelley , Steph anie J and Jones, Louis Ed.D B Roy Universit d and C y Kersti Bùi Kiên Rebe Mei Vu Trun cca Lick Thuy g A Cheo Hang (2016 Croxt k and ) o - (2014 Natio ) Su Luan Wong nal (2015 Econ ) omy RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION Swartz 1500 E E Unive rsity Nguy en Man h Tuan (2013 ) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION at Rodri 1500 n E E Robert guez, Birchmo Schro Morris Ph.D nt Drive der Univer NE (2013) sity, Bemidji , United MN States 566012699 1.Applications The optimal X X functions support the learning process Application’s time limit 2.Teaching methods 16 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION Interaction in the X X X X X learning process Level of X X imparting knowledge The behavior of X X X lecturers 3.The interaction in the learning process Student’s X X X interaction and self-regulating learning methods Interaction X X X between learners and content RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 4.Facilities at home X RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION home Learning X equipment (laptop, phone,…) Network X connection Source: Author synthesis 17 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 2.3 Research model Through the process of studying models from previous studies, the author found that there are many research problems about student satisfaction with E-learning They almost only focus heavily on research on certain subjects, but forget about the complementary factors in creating student satisfaction in E-learning There are some factors in the table that are similar to our factor in our model so we decided to group them together and as a result we have factors affecting student satisfaction member for E-learning The author has researched this issue through a survey of students in the University of Ho Chi Minh Technology and Education So our research is one of those worth doing Along with that, summarizing the actual situation about online learning system in our university, we propose a research model on the factors affecting the student satisfaction of Ho Chi Minh City University of Technology and Education with the online instruction, ELearning including factors: (1) Applications, (2)The investment of the university, (3) Students Satisfaction, (4 ) Teaching methods, (5) System functionality, (6) Interaction in the learning process, (7) Support Services RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 18 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION Applications The investment of the university RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION Students Satisfaction RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION STUDENT SATISFACTION OF E- LEARNING Teaching methods System functionality Interaction in the learning process Support Services Picture 2.6 Proposed Research Model by The Authors 2.4 Research Hypotheses 2.4.1 Applications: As Online learning is applied in many courses, online learning applications are created and developed to meet the needs of lecturers and students If an app is limited in meeting time will interrupt the teaching and learning process In addition, the application quality is not good, the image is blurred, the sound is not clear is also a factor affecting student satisfaction H1: Applications have a positive relationship with satisfaction 19 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 2.4.2 Teaching methods: Teaching methods had both a positive and negative influence on students' performance Because it is a distance knowledge transmission method, lecturers need to create a motivation for students to develop self-study through teaching methods Teaching methods are also aimed at ensuring the effectiveness of online learning H2: Teaching methods have a positive relationship with satisfaction 2.4.3 Systems functionality: A full system function of utilities to meet the needs when participating in learning and participating in lectures of teachers, not preventing students from speaking and discussing while studying, affecting student satisfaction with e-learning H3: Systems functionality have a positive relationship with student satisfaction 2.4.4 Support services: Immediately support students when students have problems in the process of online learning leading to student satisfaction H4: Support services haves a positive relationship with satisfaction RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 2.4.5 Interaction in the learning process: Interaction in the learning process is one of the essential elements for students to be RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION gp effective in learning From there, it leads to excitement and satisfaction to continue with this learning process H5: Interaction in the learning process 2.4.6 Students Satisfaction : Student opinions are very important to create an online learning system that meets student satisfaction H6: Student satisfaction of E-learning 2.4.7 The investment of the university : The school's investment in students' online learning is very important, creating conditions for students to study better with online learning methods H7: The investment of the university for E-learning systerm 20 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION RESEARCH METHODS 3.1 Research process In order to study the satisfaction of students studying at Ho Chi Minh City University of Technology and Education when studying online, the author has verified the research problem and objectives, based on that, relevant research first, then proceeds to collect data by designing the survey and running the analysis results as well as proposing implications to improve the quality of training by online learning method at school Ho Chi Minh City University of Technology and Education 3.2 Scale construction Factors Applications Encode AP1 AP2 Scale High security mode Source New addition Students have a New addition discussion environment with other students and AP3 AP4 the faculty Lecture design on Vu Thuy Hang and the app easy to Nguyen Manh Tuan (2013) access page Lecturers and Vu Thuy Hang and students easily track Nguyen Manh Tuan (2013) Teaching TM1 methods Factors the learning process Teachers are enthusiastic and Vu Thuy Hang and Nguyen Manh Tuan (2013) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION TM2 friendly to students Content includes many pictures Vu Thuy Hang and Nguyen Manh Tuan (2013) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION many pictures, TM3 Nguyen Manh Tuan (2013) videos The teacher Vu Thuy Hang and provides full Nguyen Manh Tuan (2013) learning materials 21 TM4 Resources are Vu Thuy Hang and RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION constantly updated from instructors Nguyen Manh Tuan (2013) RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 10 System SF1 SF2 Functionalit y Factors 11 SF3 from instructors Stable transmission Teachers use a New addition Vu Thuy Hang and variety of teaching Nguyen Manh Tuan (2013) methods There are function buttons to assist New addition students with speaking and interacting with 12 SF4 13 SF5 lecture Students can easily Vu Thuy Hang and find materials that Nguyen Manh Tuan (2013) match their needs Resources are Lana C Jackson, Ph.D., designed in many Stephanie J Jones, Ed.D., diverse forms Roy C Rodriguez, Ph.D (videos, games, ) 14 15 Interaction in ITF1 The instructors are the learning dedicated to the process ITF2 students Time to start the ITF3 class is on schedule Create conditions factors 16 for maximum development for 17 18 ITF4 Support SSF1 Vu Thuy Hang and Nguyen Manh Tuan (2013) New addition New addition students Professional New addition teaching process Support teachers to Vu Thuy Hang and Nguyen solve arising related Serevices (2010) Manh Tuan (2013) problems 22 RESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTIONRESEARCH.ON.ONLINE.LEARNING e.LEARNING.IMPACT.ON.STUDENT.SATISFACTION 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