FACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY

THE STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF BANKING PHÙNG NGỌC VÂN ANH FACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITYFACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY

THE STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH UNIVERSITY OF BANKING

PHÙNG NGỌC VÂN ANH

FACTORS INFLUENCING STUDENTS’ BLENDED

LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL

PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY

”THE STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH UNIVERSITY OF BANKING

PHÙNG NGỌC VÂN ANH

FACTORS INFLUENCING STUDENTS’ BLENDED

LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL

PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY

MASTER THESIS

Major: Business Administration Code: 8 34 01 01

ADVISOR: ASSOC PROF PHD TRẦN VĂN ĐẠT

Ho Chi Minh City - 2024

DECLARATION

My name is Phùng Ngọc Vân Anh, a master’s student majoring in Business Administration at Ho Chi Minh University of Banking I hereby declare that the thesis entitled “Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City” is the result of my own work based on research and synthesis, conducted under the supervision of Assoc Prof PhD Trần Văn Đạt from the Department of Business Administration

Except for the reference materials cited in this thesis, I declare that the full content of the thesis has not been published or used for any other degree The survey information and data I have used in this research are completely truthful and have a clear origin

However, given the possibility of some shortcomings during the research process, I look forward to receiving comments from the thesis committee to further improve my thesis

Ho Chi Minh City, August 2024

Student

Phùng Ngọc Vân Anh

ACKNOWLEDGEMENT

First and foremost, I would like to express my sincere gratitude to the Lecturers of Ho Chi Minh City University of Banking, who have imparted to me invaluable knowledge in the field of business administration and shared with me their precious experiences, allowing me to enhance my understanding in the business field and apply the knowledge in practice to complete this thesis

I would like to extend my heartfelt thanks to my thesis advisor - Assoc Prof PhD Trần Văn Đạt - for his dedicated guidance, detailed feedback, and unwavering support in helping me overcome the difficulties and complete my master’s thesis with the best effort

I am also grateful to the homeroom teacher of class CH8QTKD - Mr Cao Ngọc Văn - for his enthusiastic assistance in communicating and providing me with important information throughout the process of completing this thesis

I would like to thank the School management, the staff, the instructors and the students from Western Sydney international partnership program at UEH-ISB for their invaluable support and assistance throughout the data collection process for this thesis

Finally, I extend my deepest appreciation to my family and friends for their wholehearted support and encouragement during my academic journey and the completion of this thesis

Ho Chi Minh City, August 2024

Student

Phùng Ngọc Vân Anh

ABSTRACT

Title: Factors influencing students’ blended learning adoption: A case study of

Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City

Abstract: In Vietnam, institutions are adopting digital technologies for

management and teaching Blended learning, which combines e-learning and person sessions, has been a priority in recent years The necessary conditions for successful blended learning adoption still require further investigation in the coming time, so that the blended model can contribute to improving education and training effectiveness in the context of digital transformation The research purpose is to determine factors influencing students’ blended learning adoption at Western Sydney (WSU) international partnership program at UEH-ISB in Ho Chi Minh City The research employs both qualitative and quantitative methods An online survey using Google Forms was conducted with the participation of 400 undergraduate students at WSU program The collected data after screening and cleaning were analyzed using SPSS 26.0 Data analysis methods include descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA The data analysis results on 384 valid responses indicate that all eight independent variables (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, self efficacy, instructor characteristics, course flexibility) have a positive influence on students’ blended learning adoption Based on these findings, the author proposes implications for the school management to develop strategies that enhance the quality of the blended learning model, ultimately improving students’ performance, commitment, and satisfaction within a blended learning environment This research is expected to serve as a reference for related studies in the future while acknowledging certain limitations and providing recommendations for further improvement

in-Keywords: Blended learning, adoption, international partnership program,

Western Sydney

LIST OF ABBREVIATIONS

Collegiate Schools of Business

Hiệp hội Phát triển giảng dạy doanh thương bậc Đại học

CUCEI

College and University Classroom Environment Inventory

Kiểm định môi trường lớp học đại học và cao đẳng

Technology

Công nghệ thông tin và truyền thông

Abbreviation Term in English Term in Vietnamese

chúng mở

Co-operation and Development

Tổ chức Hợp tác và Phát triển Kinh tế

Modality

Hình thức học trải nghiệm trực tuyến

PLS-SEM Partial Least Squares-Structural

Equation Modelling

Mô hình cấu trúc bình phương nhỏ nhất từng phần

SPSS Statistical Package for the Social

Sciences

Phần mềm thống kê khoa học xã hội

thân

Abbreviation Term in English Term in Vietnamese

Minh City

Đại học Kinh tế Thành phố Hồ Chí Minh

UNESCO

United Nations Educational, Scientific and Cultural Organization

Tổ chức Giáo dục, Khoa học và Văn hóa Liên Hợp Quốc

biến

and Use of Technology

Lý thuyết thống nhất về chấp nhận và sử dụng công nghệ

1.5.1 Qualitative research method 4

1.5.2 Quantitative research method 4

2.1.1.1 Definition of blended learning 8

2.1.1.2 Different approaches to blended learning 10

2.1.2 Adoption 13

2.1.2.1 Definition of adoption 13

2.1.2.2 Principles of adoption 13

2.1.2.3 Different approaches to adoption 14

2.1.3 International partnership program 16

2.2 Theoretical framework 18

2.2.1 Institutional blended learning adoption framework 18

2.2.2 Social Cognitive Theory 19

2.2.3 Theory of Planned Behavior 20

2.2.4 Technology Acceptance Model 21

2.2.5 Unified theory of acceptance and use of technology 2 22

2.3 Overview of empirical studies 24

2.4 Conceptual model and hypotheses 45

3.5.2 Cronbach’s Alpha reliability test 71

3.5.3 Exploratory factor analysis 72

3.5.4 Pearson’s correlation coefficient 73

3.5.5 Multiple linear regression 74

3.5.6 One-way ANOVA 75

SUMMARY OF CHAPTER 3 77

CHAPTER 4.FINDINGS AND DISCUSSIONS 78

4.1 Overview of WSU international partnership program 78

4.2 Descriptive statistics 80

4.3 Cronbach’s Alpha reliability test 82

4.4 Exploratory factor analysis 88

4.5 Pearson’s correlation coefficient 91

4.6 Multiple linear regression 94

LIST OF TABLES

Table 2.1 Proportion of Content Delivered Online 10

Table 2.2 Summary of empirical studies 35

Table 2.3 Summary of supported factors in previous studies 45

Table 3.1 Research initial measurement scales 59

Table 3.2 Research official measurement scales 65

Table 4.1 Descriptive statistics results 81

Table 4.2 Cronbach’s Alpha reliability test results 82

Table 4.3 Reliable observations after Cronbach’s Alpha analysis 88

Table 4.4 Exploratory factor analysis results 90

Table 4.5 Pearson’s correlation coefficient results 93

Table 4.6 Model summaryb 94

Table 4.7 Multiple linear regression results 95

Table 4.8 Hypotheses verification 110

Table 5.1 Descriptive statistics results of observed variables 115

LIST OF FIGURES

Figure 2.1 Scheme Blended Learning 9

Figure 2.2 Social Cognitive Theory 20

Figure 2.3 Theory of Planned Behavior 21

Figure 2.4 Technology Acceptance Model 22

Figure 2.5 Unified Theory of Acceptance and Use of Technology 2 23

Figure 2.6 Research Conceptual Model 47

Figure 3.1 Research process 56

Figure 4.1 Histogram chart 99

Figure 4.2 Normal P-P plot chart 100

Figure 4.3 Scatterplot chart 101

Figure 4.4 Final research model 111

CHAPTER 1 INTRODUCTION

1.1 Research problem statement

The information and communications technology sector is one of the evolving products of the modern era, and according to Wu et al (2010) “advances in technology offer a multiplicity of possibilities for communication, interaction and multimedia delivery systems in universities” Due to the prevalence of information technology, blended learning has become the common teaching method in modern education

fastest-Blended learning was first introduced by universities in the late 90’s in the US and Canada and is considered to be the third generation of advancement in higher education The application of the blended learning model in higher education represents a key component of the broad digital transformation efforts to build a modern higher education institution By cultivating an interactive environment through diverse delivery modes, the blended approach encourages students to be more actively engaged in their education, which can foster the development of their knowledge and skills Various authors have highlighted the significance of blended learning in education, especially in business schools For instance, blended learning reduces the barriers that professors and their students face in online sessions and improves interaction (Jusoff and Khodabandelou, 2009) Blended learning offers flexibility, depth of learning, and cost-effectiveness (Graham, 2006) Blended learning involves restructuring curriculum design that encourages students’ initiative to participate in online learning (Yin and Yuan, 2021) Researchers predicted that blended learning will become the “new normal” of higher education (Norberg, Moskal, and Dziuban, 2011) The COVID-19 pandemic has further accelerated the adoption of blended learning as a preferred learning mode in universities (UNESCO, 2020)

Though blended learning is becoming more popular at all levels of education in many countries and has been proven to have many advantages, it is still a relatively new concept in Vietnam with many remaining challenges during the implementation

process The blended learning model has become a challenge for students who lack prior experience with technology or access to the necessary devices Moreover, the majority of students are accustomed to the traditional teaching and learning style from their high schools, which relies heavily on the instructor’s guidance Implementing the blended learning approach without adequately supporting students’ self-directed learning and research skills can lead to anxiety, discouragement, and poorer academic performance as they struggle to adopt the new learning methods Even when the online component is mandatory in the blended course, the level of student involvement and the quality of online learning is lower than anticipated, even in well-structured blended learning programs The poor performance of blended learning has led to a decrease in teaching satisfaction and a lack of motivation to keep using this form of teaching Additionally, though instructors have been provided with fundamental information technology skills to facilitate blended learning, they still lack certain advanced capabilities that are crucial for effective blended learning implementation Furthermore, the availability of quality-assured learning resources to support blended learning models remains severely limited Many institutions are unable to develop a successful blended learning model due to the high cost of technology, inadequate decision-making skills, and a lack of a comprehensive strategy

Regarding prior empirical studies, some were conducted in settings that could influence the results, as cultural and contextual factors may vary across countries, especially between developed and developing nations Notably, no known studies have examined the determinants of blended learning adoption among students in Vietnam, particularly in Ho Chi Minh City This lack of local references poses challenges for research and development in this area Within the educational context, it is essential to thoroughly investigate the unique characteristics and target audiences of various programs operated within an institution to obtain accurate results Additionally, as blended learning has gained prominence, especially in the wake of the COVID-19 pandemic, understanding the factors influencing its adoption in international partnership programs whose instructional approaches have been

anticipated to be delivered in a blended format is expected to significantly contribute to the effective implementation and advancement of this instructional approach to meet the needs of students

For all the aforementioned reasons, the author decided to carry out the research

with the title “Factors influencing students’ blended learning adoption: A case

study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City” This research is expected to serve as a reference source for future

related research topics Furthermore, this research will also help the school management to positively transform students’ perceptions towards blended learning methods, enhance their capabilities and adaptability, and foster greater student collaboration within this new learning approach This in turn will lead to an elevation in the student’s learning performance and satisfaction in the implementation of the blended learning method

1.2 Research objectives 1.2.1 General objective

To examine and verify factors influencing students’ blended learning adoption at Western Sydney international partnership program

in blended learning adoption at Western Sydney international partnership program?

1.4 Research subject and scope 1.4.1 Research subject

Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City

Research population: 400 undergraduate students of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City

1.5 Research methodology 1.5.1 Qualitative research method

In this research, qualitative research methods were used in the design of the research conceptual model and measurement scale Secondary data was collected from the published research, articles, and books relevant to the research topic An in-depth interview with three executives from the school management who are experienced in blended learning operations was conducted to figure out if there are any other factors that may influence the students’ blended learning adoption, and to make the adjustment to any observed variables (measurement items) in the research scale that could lead to students’ misunderstanding or confusion Besides, a focus group discussion with ten undergraduate students was also set up to assess whether the definitions of the constructs and observed variables provided by the scholars were consistent with the perceptions of the intended respondents

1.5.2 Quantitative research method

Primary data was collected through the online survey using the Google Forms questionnaire sent to students’ emails A five-point Likert scale was applied to gather the students’ attitudes toward factors that influence their blended learning adoption

Collected data is analyzed by SPSS version 26.0, using the listed methods: descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA

1.6 Research contribution

▪ On the theoretical aspect

Firstly, the research systematizes the theories revolving around the research topic in order to identify the potential factors that could influence the level of students’ blended learning adoption at Western Sydney international partnership program

Secondly, the research aims to re-test the conceptual model as suggested by the previous studies and the author’s recommendation As there is no known study that has been conducted to investigate the factors influencing the students’ blended learning adoption in the context of international partnership programs in Vietnam up to this point, the research is expected to be a useful reference source for the related research topics carried out in the near future

Thirdly, the research builds a scale for the research topic based on previous studies and adds new scales to the scale system of research works related to students’ blended learning adoption

▪ On the practical aspect

Institutions operating in highly competitive markets need to find effective ways of delivering high-quality education The results of this study will provide educators, school administrators, instructors, and other concerned parties with useful information regarding the students’ blended learning adoption The findings of this study will assist the school management in developing strategies that extend the quality assurance framework to support the blended learning approach It is crucial to guarantee the quality of blended education experiences for students Satisfied students are more motivated and committed to their study and, ultimately, are better learners than their dissatisfied counterparts

1.7 Thesis structure

▪ Chapter 1: Introduction

Chapter 1 offers an overview of the topic (the remaining problem and the necessity of conducting the research), research objectives and questions, research subject and scope, research methodology, research contribution, and research structure

▪ Chapter 2: Literature Review

In Chapter 2, the definitions of terms used in the research are presented along with the theoretical framework associated with the research topic Subsequently, an overview of previous empirical studies in the relevant fields is provided, with the aim of addressing the gaps in previous studies to be addressed in this research

Next the conceptual model of this research is presented, accompanied by the hypotheses used to assess the influence of selected variables on students’ blended learning adoption at Western Sydney international partnership program

▪ Chapter 3: Research Methodology

Chapter 3 mentions the process of conducting the research, how to determine the sample size, the design of questionnaire, the scale construction (including the scale development process and the official research scale), and the data analysis methods applied in quantitative research

▪ Chapter 4: Findings and Discussions

Chapter 4 presents and discusses the results of the data analysis using the Statistical Package for the Social Sciences (SPSS) statistical software The methods used for analyzing the collected data include descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA

▪ Chapter 5: Conclusions and Implications

Chapter 5 draws conclusions from the findings obtained through the research data analysis, then provides implications to enhance the students’ blended learning adoption, and indicates the limitations as well as the directions for future research

SUMMARY OF CHAPTER 1

In Chapter 1, the research provides a comprehensive overview of the research problem This includes discussing the rationale for selecting the research topic, as well as clearly defining the objectives and research questions The chapter also outlines the specific subject and scope of the research

Furthermore, the chapter presents the statistical methodologies that will be utilized for sampling and data analysis purposes This serves to outline the analytical approach that will be adopted in the study

Finally, the chapter highlights the potential contributions of the research, both from a theoretical and practical standpoint Additionally, it introduces the overall structure and organization of the thesis

CHAPTER 2 LITERATURE REVIEW

2.1 Definition 2.1.1 Blended Learning 2.1.1.1 Definition of blended learning

The blended environment includes both the in-person component, where students need to engage in physical activities with their teacher and other peers, and the online component, which involves activities that students must complete independently through the use of support technology and systems, with the help of the Internet (Hung and Chou, 2015; Padilla Meléndez et al., 2013) Torrisi-Steele (2011) defined blended learning as “enriched, student-centered learning experiences made possible by the harmonious integration of various strategies, achieved by combining face-to-face interaction with information and communications technology” Blended learning is described by Thorne (2003) as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.”

Lawless (2019) argues that “blended learning is an approach to education that combines online educational materials and opportunities for interaction with traditional place-based teaching methods” The concept of blended learning was identified by Heinze et al (2004) as a form of learning that involves a combination of different methods of delivery, teaching models, and learning styles, and is based on open communication between all participants in a course

Driscoll (2002) defines blended learning by categorizing the concept into four different groups: “to combine or mix modes of web-based technology to accomplish an educational goal; to combine various pedagogical approaches to produce an optimal learning outcome with or without instructional technology; to combine any form of instructional technology with face-to-face instructor-led training; and to create mixing or actual training or mixing of technology to create work tasks.”

The definition of blended learning has also been provided in Circula

No.12/2016/TT-BGDDT: “Blended learning is the combination of e-Learning (electronic learning) and traditional teaching-learning methods (where the instructor and learners are present together) to enhance the effectiveness of training and quality of education”

To sum up, blended learning is a form of learning that combines traditional direct learning with online learning, allowing for a more flexible approach to program design This type of learning is characterized by a dynamic, changing and active learning process, with part of the learning taking place online, while the other part takes place in the classroom The online and offline components of the blended learning process are complementary, creating an integrated learning experience

Figure 2.1 Scheme Blended Learning

Source: Tayebinik and Puteh (2013)

Students in blended learning are not limited to relying solely on the material provided by their teacher, but can also search for the material in a variety of ways, including library searches, online conversations with friends or classmates, website searches, search engine searches, portal searches, blog searches, and other media such as learning or tutorial software (Tayebinik and Puteh, 2013)

Table 2.1 Proportion of Content Delivered Online

Source: Allen et al (2007)

Concluded from the table, a lesson can be said to be blended or hybrid when the portion ranges from 30 to 79% for the online-delivered content The blended learning encourages educators to shift from teacher-centred learning to student-centred learning

2.1.1.2 Different approaches to blended learning

Despite the fact that blended learning provides a design model in which both in-person and online learning is supported by the presence of one another, the authors of the paper (Garrison and Vaughan, 2008) argued that the concept of blended learning is not as straightforward as simply combining face-to-face and e-learning

Carman (2005) suggested five components identified as essential components of a blended learning process in corporate learning: live events that motivate learners; online content, which allows learners to work independently at their own pace; collaboration, which encourages learners to collaborate and learn from one another; assessment, which helps learners to understand what they have learned; and in-time

reference materials that improve the retention and transfer of knowledge Rovai and Jordan (2004) viewed blended learning as a method emphasising active learning through collaboration and social construction of understanding This is clear in the approach illustrated by Dzuiban, Hartman and Moskal (2004), where they described blended learning as a re-design of the instructional model involving:

- A transition from lecture-based to more student-oriented approach in which the students become active and interactive learners in both the face-to-face and the online components;

- Increases in interaction between student-teacher, student-student and student-resources;

- An integration in formative and summative assessment mechanisms According to David Nagel (2011), there are six models of blended learning:

- “Face-to-face driver” model, which involves the use of online learning by teachers in traditional classroom settings, as a form of remediation or supplementary instruction;

- “Rotation” model, which allows students to transition between online and traditional classroom instruction;

- “Flex” model, where the curriculum is primarily delivered via an online platform and teachers provide on-site support;

- “Online lab” approach, which involves the delivery of an online course in a physical class or computer laboratory

- “Self-blend”, which encourages students to choose the course they would like to take online by themselves to supplement their schools’ offerings - “Online driver” model, where the courses are primarily delivered through online platforms, with physical facilities only used for external activities such as check-ins and similar functions

Blended learning is a broad concept that is further expanded upon by Alan Clarke (2004):

- Conventional lectures with instructional materials and visual aids are presented on the college’s intranet, which can be accessed by students

- Digital cameras are utilized to document real-world activities for the purpose of creating a portfolio of evidence

- This course provides students with the opportunity to submit all assignments electronically and receive feedback in the form of annotations

- Students will have the opportunity to communicate with tutors through email and video conferencing instead of in-person tutorials

- Simulations of laboratory experiments will be included as part of the conventional/science course

- A distance learning course will be offered with regular in-person meetings

Carman (2005) identifies five key principles for the implementation of learning through blended learning, including:

- Live Events, direct learning sessions that take place at the same time and location, or at the same time but in a different location

- Self-Paced Learning, a learning form that combines self-paced learning with the ability to learn at any time – from any location via online - Collaboration, a combination of teacher collaboration and collaboration

between study participants - Assessment, the designer who come up with the blended learning scheme

needs to know how to create tests and non-tests in both online and offline formats

- Performance Support Materials, materials are produced in digital format, making them available to learners both offline and online

In order to effectively utilize blended learning in a higher education setting, it is essential to understand the extent to which e-learning is able to replicate the benefits of in-person lectures, the quality of the e-content produced, and whether the e-course itself is merely a means to an end BL necessitates intricate teaching strategies, where in addition to the support of face-to-face presentations, the students’ work, contributions, and other activities in the e-course must be monitored on a

regular basis

2.1.2 Adoption 2.1.2.1 Definition of adoption

“Adoption is the decision (acceptance or rejection) and the subsequent implementation, discontinuance, and/or modification by an individual or an organization” (Kee, 2017) As a result, adoption is a process that occurs on an individual or organizational level and then diffuses throughout the system

The term “adoption” describes how a certain good, service, or idea is accepted and then used continuously Before making a purchase of a good or service, customers must go through “a process of knowledge, persuasion, decision, and confirmation” according to Rogers and Shoemaker (1971)

The decision to adopt and the act of implementing that decision are not necessarily concurrent These two aspects of the adoption process can be distinct and occur at different points in time (Reed et al., 1996)

To conclude, adoption can be understood as the process by which an individual or organization embraces and incorporates a new concept, method, idea, service, good, or product into their practices and routines This adoption process typically involves a temporal sequence of steps, beginning with an initial awareness or knowledge of the innovation, followed by a decision to either adopt or reject it, and then the actual implementation or use of the adopted innovation

of acceptance of the innovation - Individuals typically do not respond to an innovation at the same time or

rate Individuals who are interested in adopting an innovation are more likely to do so if they perceive it as something they can experiment with before committing to adoption, if it is in line with their individual and professional objectives, if it is not overly complicated, if it is more effective than other innovations (or the current state of affairs), and if it has some observable advantages (Surry et al, 2005)

Adoption may appear to be a a simple concept at first glance The concept of adoption is, in fact, complex and not clear as to its meaning The adoption process is not an event, but a complex procedure that involves multiple dimensions The key elements are as follows:

- Adoption is not a steady state, it’s an ongoing process; - The adoption of a technology can be either partial or incomplete,

meaning that a technology can be adopted in a variety of ways; - The process of adoption of a new technology may take place

incrementally, with the use of the technology increasing in scale or intensity;

- A set of related technologies can be gradually adopted; - Different methods of using the same technology can be applied to

different properties; - The nature of technology is not immutable, it is constantly changing and

adapting to the needs of users; - The adoption of a technology may be revoked at any point in time

2.1.2.3 Different approaches to adoption

▪ Adoption as a continuous process

The process of adopting a new technology involves two distinct dimensions: the initial discovery of the technology, the decision to adopt the technology, and the actual adoption (or non-adoption) of the technology, as well as the degree of utilization of the new technology once the technology has been adopted

Multi-stage models may be able to capture reality more accurately than simpler models, however, it is still unknown when the moment of adoption happens This is due to the fact that the adoption process is continuous Rogers (2003) acknowledged that the evidence for distinct stages was tentative Though it is widely agreed that there are various steps within the adoption process, not every step takes place in each case of adoption and sometimes different steps co-occur and are inextricably linked In some cases, steps may occur in an order different from that predicted by the model It is challenging to accurately identify the point at which adoption occurs, and the majority of definitions appear to be circular However, the only agreement was to define adoption as the point which separates an organisation’s lack of technology from its acquisition of technology There are various interpretations of when adoption occurs, such as when a mental commitment is made to the use of the technology, when trial is initiated, or when full commercial use is initiated Furthermore, some have challenged the validity of the term “adoption” itself, arguing that the point of adoption is typically determined retrospectively by the power of evidence (Tornatzky et al., 1983)

▪ Incomplete or partial adoption

The early behaviouralists believed that knowledge was linked to behaviour, and this was reflected in the diffusion model for technology adoption This model proposed that, once a person has been informed of a new technology and has been convinced of its benefits, they will follow the rational course of action, which is to adopt it (Hooks et al., 1983) Any variation in the adoption rate among individuals was attributed to variations in individual “innovativeness” (Gartrell, 1979) With the publication of Presser’s paper (1969), it was recognised that innovation is contingent, meaning that a person may adopt one technology prematurely and another technology later, as the conditions in which they may use both technologies are different

▪ Gradual adoption

Over time, gradual adoption may be regarded as an increase in area or intensity of application for any given technology It reflects the possibility of partial adoption

by permitting termination of the gradual adoption process at any point and, as it implies a process, it allows a mechanism for the achievement of partial or incomplete adoption The concept of gradual adoption suggests that the adoption process does not culminate in a state of adoption; rather, it involves a gradual process of adoption towards that state Rogers (2003) stated that: “The trialability of an innovation, as perceived by the members of a social system, is positively related to its rate of adoption”

The difference between trial and gradual adoption is complicated by the decreased need for extensive trialization as a new technology becomes adopted by a growing number of individuals (Barr and Cary, 2000) According to Presser (1969), once an idea has been well tested and demonstrated to be effective in a particular field, and individuals have adopted it without extensive trial and error, “it is a practice rather than an innovation”

2.1.3 International partnership program

Decree No.86/2018/ND-CP defines partnership programs as “cooperation between Vietnamese higher education institutions and foreign higher education institutions to implement training programs and award degrees or certificates without establishing a legal entity”

The amendments in Decree No.24/2022/ND-CP further clarify that partnership programs with foreign countries can take the following forms:

- Programs jointly developed by the parties, awarding foreign or both foreign and Vietnamese degrees/certificates;

- Foreign programs, awarding foreign degrees/certificates; - Transferred foreign programs, awarding foreign or both foreign and

Vietnamese degrees/certificates The partnership programs can be implemented fully in Vietnam or partially in Vietnam and partially abroad, as decided by the participating parties To be recognized as an international partnership program, the program must meet at least the following conditions:

- Have linkages with foreign universities;

- The program is recognized and widely applied at universities globally, and student learning outcomes (degrees) are accepted at foreign universities;

- The program is accredited and accepted by international universities or international accreditation organizations;

- The program is taught in a foreign language, mainly English Some common forms of international partnership programs include:

- Dual degree programs jointly developed by two universities; - Branch campuses of foreign universities located in other countries; - Education franchise programs where foreign universities authorize local

universities to deliver some courses and award their degrees; - Online/distance learning programs;

- Pathway/articulation programs where students study 2-3 years domestically before transferring abroad to complete a foreign university’s degree

To sum up, the international partnership program is a concept of educational programs that are not limited by national borders (cross-border education), which allows students to accumulate international knowledge and qualifications without needing to leave their home country These academic programs come in a variety of formats, allowing students to choose an option that best suits their needs Some examples of the various formats of international partnership programs include earning a foreign degree at a branch campus of an international university located within the student’s home country, earning a dual degree from two universities in two different countries, earning a foreign degree through online distance learning programs without needing to physically study abroad, or pathway programs that allow for a transition to studying abroad The international partnership programs are all taught in English, even if the degree-granting university is located in a country where English is not the official language Therefore, proficiency in English is a mandatory requirement for students participating in these international partnership programs

2.2 Theoretical framework 2.2.1 Institutional blended learning adoption framework

Graham et al (2013) propose a tripartite framework for understanding the adoption of blended learning This framework consists of three key components: strategy, structure, and support

Strategy: This component involves addressing issues related to the overall approach to blended learning It encompasses the development of clear institutional guidelines, the establishment of advisory groups, the formulation of a coherent strategy, and the availability of necessary resources and time By focusing on strategy, institutions can determine whether to adopt blended learning and how to implement it effectively for specific purposes

Structure: The structure component refers to the organizational aspects that support and reinforce the blended learning environment It includes considerations related to technology, pedagogy, and administration Key elements of the structure component include governance structures, models for blending technology with pedagogy, scheduling of blended learning activities, and methods for evaluating the effectiveness of blended learning initiatives

Support: The support component addresses how institutions promote faculty performance and sustain instructional design in the blended learning context It encompasses both technical and pedagogical support mechanisms, such as providing training and resources to enhance faculty members’ technological skills and knowledge Additionally, support may involve incentives to encourage faculty engagement and commitment to blended learning practices

By considering the elements of strategy, structure, and support, institutions can establish a solid foundation for the adoption and successful implementation of blended learning approaches These frameworks provide guidance for institutions seeking to integrate blended learning into their educational practices

In addition to the framework proposed by Graham et al (2013), Porter et al (2016) suggest a phased approach to understanding how organizations transition towards a mature institutionalization of their interest in blended learning These

phases likely involve progressive stages of development, implementation, and integration of blended learning practices within the institution

Awareness/exploration: In this stage, institutions have not yet developed standardized strategies for blended learning However, there is a growing awareness and understanding of blended learning approaches among faculty members Individual faculty members may be encouraged to explore and experiment with blended learning strategies in their classrooms At this stage, there may not be an official institutional policy regarding blended learning, but there is a recognition of its potential and minimal support for faculty members to investigate its implementation

Adoption/early implementation: In this stage, institutions have accepted blended learning as a policy and have started implementing interventions and initiatives related to blended learning This stage is characterized by the introduction of new programs and approaches that incorporate blended learning into the institutional curriculum The focus is on initial implementation and experimentation with blended learning practices

Mature implementation/growth: In this stage, institutions have established a well-defined institutional structure and support system for blended learning There is a clear framework in place, including governance structures, models, scheduling, and evaluation mechanisms that support the ongoing growth and development of blended learning initiatives At this stage, blended learning practices are integrated into the overall educational ecosystem of the institution, and there is a strong foundation for sustained implementation and expansion

2.2.2 Social Cognitive Theory

Social Cognitive Theory (SCT), proposed by Albert Bandura in 1986, draws upon principles from social psychology to understand human behavior within the context of three main factors: behavior, personal factors, and the environment These factors interact bi-directionally, influencing both individual and group behavior, and can be used to predict and modify behavior

In SCT, the behavior factor focuses on issues related to usage, performance,

and adoption of a particular behavior The personal factor encompasses various aspects of an individual, including their personality traits, cognitive processes, and demographic characteristics The environmental factor consists of both physical and social factors that are external to the individual SCT recognizes that these three factors are interconnected and constantly influence each other This triadic structure forms the foundation of SCT

When applied to the evaluation of information technology usage, SCT employs several constructs These include self-efficacy, which refers to an individual’s belief in their ability to perform a specific behavior successfully Outcome expectations relate to the anticipated outcomes or consequences of performing a behavior Performance, anxiety, affect, and personal outcome expectations are additional constructs used within the SCT model to assess information technology usage

By considering these factors and constructs, SCT offers a comprehensive framework for understanding and evaluating human behavior, particularly in the context of information technology usage

Figure 2.2 Social Cognitive Theory

Source: Albert Bandura (1986)

2.2.3 Theory of Planned Behavior

The Theory of Planned Behavior (TPB) is an extension of The Theory of Reasoned Action (TRA), which was developed in response to criticism regarding the explanation of behaviors for which a person does not have full volitional control This extension of TRA includes one additional factor, Perceived Behavioral Control

(PBC), which is a determinant in both the intention to use and the actual usage behavior According to TPB, people’s behavior is strongly influenced by their self-assurance in their ability to carry out the behavior, with PBC being defined as “people’s perception of the ease or difficulty of performing the behavior of interest” (Ajzen, 1991) TPB states that the more one perceives behavioral control, the more likely they are to use the behavior; and the higher the intention to use, the higher the likelihood of usage behavior (Ajzen, 1991) The TPB theory suggests that intentions create the actual behavior, whereas attitudes, subjective norms, and PCB influence these intentions

Figure 2.3 Theory of Planned Behavior

Source: Ajzen (1991)

2.2.4 Technology Acceptance Model

It is essential from an information systems perspective to identify the specific causal factors that can be manipulated to enhance acceptance of a system by specifying the antecedents of the attitude towards using the system In contrast to TRA, where attitudes are formed by a sum of belief-evaluation terms, TAM, which was developed by Davis et al (1989), is composed of two beliefs, namely the perceived usefulness and the perceived ease of use The primary tenet of the original TAM is that users’ acceptance of technology is determined by their perception of its usefulness and ease of use Davis (1989) defines these constructs as follows:

- Perceived usefulness: the extent to which an individual believes that the

utilization of a technology would enhance his/her job performance - Perceived ease of use: the extent to which an individual believes that the

process of using the technology will be effortless Perceived ease of use influences perceived usefulness but not vice versa Both perceived usefulness and perceived ease of use have an impact on behavioral intention to use, which is defined as the degree to which a person has formulated conscious plans to perform or not perform some specified future behavior It is generally believed that users will be more likely to engage with technology if they perceive it to be beneficial for them and if it is perceived to be easily-used

Figure 2.4 Technology Acceptance Model

Source: Davis et al (1989)

2.2.5 Unified theory of acceptance and use of technology 2

The UTAUT is composed of four primary elements that influence the behavior of an individual in terms of intention and use: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) Gender, age, experience and voluntariness of use also play a significant role in the acceptance and use of technology, according to the model The UTAUT facilitates the assessment of the efficacy of new technologies in the educational field, and assists researchers in comprehending the motivations behind the adoption of these technologies in order to create effective interventions for those who are less likely to adopt them Numerous studies have been conducted to explore the relationship between the UTAUT model and the acceptance of new technologies (Dečman, 2015; Yang et al., 2019) The UTAUT model focuses on the factors that influence behavior intention and use behavior, primarily through the lens of the user’s perception of the impact on

themselves UTAUT2 is the extension theory of UTAUT by Venkatesh et al (2012) UTAUT2 provide a predictive model for the use and acceptance of technology or a system In UTAUT2 model, there are three new additional constructs compared to UTAUT, which are: hedonic motivation, price value, habit Furthermore, individual differences in age, gender and experience moderate the impacts of these items on behavioral intention and technology use behavior The UTAUT2 has a greater capacity to explain the behavioral intention to use technology due to its inclusion of the majority of external factors that directly influence the behavioral intention to adopt a technology

Figure 2.5 Unified Theory of Acceptance and Use of Technology 2

Source: Venkatesh et al (2012)

▪ Conclusion

Understanding how a new technology is used and adopted has become a major topic of study in the literature of information systems This has led to the emergence of many models besides TRA and TAM, which resulted in the proliferation of ad hoc models, the mixing of concepts from different theories, or the use of models that are

most advantageous to the desired outcome without taking into account the advantages of alternative models Venkatesh et al (2003) since then confirmed the need for a comprehensive review and synthesis of the acceptance literature in order to develop a unified understanding of user acceptance Eight prominent technology acceptance models were examined, including: TRA, TPB, TAM, combined model of TAM and TPB, the motivational model, the model of PC utilization, the social cognitive theory and the innovation diffusion theory On the basis of these models, they developed a unified model that incorporates elements across all eight models - UTAUT By combining the exploratory capabilities of the individual models with key moderating effects, UTAUT is advancing cumulative theory while maintaining a disciplined structure The various studies suggest that UTAUT can be useful in a variety of contexts, however, it is still necessary to conduct a comprehensive analysis and theorize the key elements that would be relevant in a consumer technology usage context Based on the UTAUT framework, UTAUT2 is designed to be used in relation to consumer technologies Additionally, three new BI determinants are incorporated into the constructs already used by UTAUT: hedonic motivation, price value, and habit The proposed extensions in UTAUT2 significantly increase the difference in the explanation of behavioral purpose (from 56% to 74%) and tech usage (from 40% to 52%) as compared to prior technology acceptance models For all of those reasons, UTAUT2 is the most appropriate theoretical model to inherit in this study related to students’ behavioral intention to adopt blended learning

2.3 Overview of empirical studies

The aim of the study conducted by Kamla Ali Al-Busaidia (2013) was to examine the relationship between learners’ adoption of a Learning Management System (LMS) in blended learning and their personal characteristics, such as self-efficacy, technology experience, and personal innovativeness, in relation to their intention to use full e-learning The data for this study were collected through a questionnaire from 512 learners in Oman The findings indicated that personal innovativeness, perceived usefulness (PU), and satisfaction with the LMS in blended learning significantly influenced learners’ intention to engage in full e-learning

Therefore, when learners adopt the LMS in blended learning, it positively impacts their intention to engage in full e-learning These results provide valuable insights for practitioners and researchers in terms of planning and strategizing for full e-learning implementation

In the study of Nguyen Van Than (2014) on the acceptance of over-the-top technology service, the linear regression analysis was applied to test the hypotheses The findings implied that facilitating conditions was the greatest influential factor on the technology acceptance; followed by effort expectancy, performance expectancy and social influence

Cao Hao Thi et al (2014) conducted a study on the acceptance and use of virtual training on cloud computing The data was collected from 320 participants through Google docs using 5-likert scale The findings pointed out that the price value had no influence on the acceptance and use of virtual training In contrast, performance expectancy, effort expectancy, social influence, facilitating conditions, hemonic motivation significantly influenced the acceptance and use of virtual training

Blended learning has gained popularity in higher education, and the study of Yan Dang et al (2016) focused on investigating factors that can influence student learning in this relatively new and evolving environment Yan Dang et al (2016) examined factors from three perspectives: students themselves, instructors, and institutional support Specifically, the factors considered were students’ computer self-efficacy, instructor characteristics, and facilitating conditions A research model was developed to systematically assess the impact of these factors on students’ perceived accomplishment, perceived enjoyment, and satisfaction with the blended class Additionally, the study explored gender differences by testing the research model separately for male and female students Interestingly, the findings indicated that for female students, all three factors (computer self-efficacy, instructor characteristics, and facilitating conditions) significantly influenced their perceived accomplishment and perceived enjoyment, which in turn had a significant impact on their learning satisfaction However, for male students, no significant impact was found from computer self efficacy to either perceived accomplishment or perceived

enjoyment, although the other two factors were found to be significant A study conducted in 2020 by Seyyed Mohsen Azizi, Nasrin Roozbahani and Alireza Khatony focused on the effects of various factors on the acceptance of blended learning in medical education through the implementation of the UTAUT2 model This study aimed to identify and determine the variables that could influence a student’s intention to use blended learning It was conducted in a cross-sectional and correlational manner, with 225 Iranian medical students as the sample Data was examined using SPSS-18 and AMOS-23 software, and structural equation modeling was employed to test the hypothesis The model constructs were found to be acceptable in terms of their validity and reliability Performance expectance (PE), effort expectance (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), price value (PV) and habit (HT) all had a significant impact on the student’s blended learning adoption In addition, the researchers found that the students’ behavioral intention to engage in blended learning had a substantial impact on the students’ actual implementation of blended learning Furthermore, the proposed framework, which was based on UTAUT2, had a high potential to detect the underlying elements that influence the students’ behavioral intention to use blended learning

The study of Zhaoli Zhang et al (2020) focused on identifying the key factors that influence college students’ adoption of the e-learning system in mandatory blended learning environments The successful application of the e-learning system is crucial for effective implementation, management, and continuous improvement of blended learning in higher education The researchers propose the Unified Technology Acceptance and System Success (UTASS) model to investigate these factors The model integrates self-reported data from questionnaires and system log data to capture students’ actual online behavior Additionally, the study considers the moderator variables of gender and major The self-reported questionnaires were distributed through the e-learning system-starC, and a total of 287 valid responses were collected System log data was also collected to record students’ actual online behavior The collected data was analyzed using structural equation modeling The

findings reveal that system quality (SQ), social influence (SI), and facilitating conditions (FC) significantly and positively influence students’ behavioral intention (BI) to use the e-learning system However, information quality (IQ) does not have a significant positive effect on BI Furthermore, there is no significant positive relationship found between FC, BI, and use behavior (UB) The study also identifies a moderator effect of gender, indicating that male college students are more susceptible to the impact of system quality and social influence

The purpose of the study conducted by Mahboubeh Taghizadeh and Fatemeh Hajhosseini (2020) was two-fold Firstly, it aimed to investigate graduate students’ attitudes, interaction patterns, and satisfaction with blended learning technology Secondly, it sought to examine the extent to which attitude, interaction, and quality of teaching contributed to students’ satisfaction The study involved 140 graduate students in the field of Teaching English as a Foreign Language (TEFL) who were enrolled in the e-learning campus of Iran University of Science and Technology The researchers used four types of questionnaires to assess learner satisfaction, attitude, interaction types, and quality of teaching The findings, derived from both quantitative and qualitative analyses, indicated that the participants held positive attitudes towards blended learning technology The instructors were successful in teaching both theoretical and practical concepts of TEFL, guiding online discussions by providing constructive feedback, and motivating learners to engage in more online learning activities The most frequent type of interaction observed was learner-instructor interaction Furthermore, the results of multiple regression analysis demonstrated that the quality of teaching had a higher contribution to students’ satisfaction compared to interaction and attitude This suggests the importance of training online teachers to enhance their knowledge, skills, and strategies necessary for effective online teaching

The purpose of the study conducted by Kurniawan et al (2021) is to identify the factors that influence learners’ adoption of blended learning in non-formal education and to examine the relationships between these factors within a theoretical model The motivation for conducting this study arises from the lack of research on