An investigation of live streaming learning and learning outcome

Mẫu: 03/ĐT-KLTN/BM VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT AN INVESTIGATION OF LIVE STREAMING LEARNING AND LEARNING OUTCOME Nguyễn Thị Linh Giang Hanoi – 2020 VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT AN INVESTIGATION OF LIVE STREAMING LEARNING AND LEARNING OUTCOME SUPERVISOR: ASSOCIATE PROFESSOR PH.D PHAM THI LIEN STUDENT: NGUYEN THI LINH GIANG STUDENT ID:16071030 COHORT: QH-2016-Q MAJOR: INTERNATIONAL BUSINESS Hanoi - Year 2020 LETTER OF DECLARATION I hereby declare that the Graduation Project AN INVESTIGATION OF LIVE STREAMING LEARNING AND LEARNING OUTCOME is the result of my own research and has never been published in any work of others During the implementation process of this project, I have seriously taken research ethics; all findings of this project are results of my own research and surveys; all references in this project are clearly cited according to regulations I take full responsibility for the fidelity of the number and data and other contents of my graduation project Hanoi, 25/5/2020 Student Nguyen Thi Linh Giang ACKNOWLEDGEMENT This work would not have been possible without the support and encouragement of Vietnam National University - International School I am especially indebted to our instructor, Associate Professor Ph.D Pham Thi Lien, who was enthusiastic and dedicated to guide and give me constructive comments to complete this research I am grateful to all of respondents who took part in my study Their participation is crucial for the completion of this research Finally, I must express my very profound gratitude to my parents for providing me with unfailing support through the process of researching and writing this research This accomplishment would not have been possible without them Thank you! Nguyen Thi Linh Giang TABLE OF CONTENTS CHAPTER I INTRODUCTION 1.1 Background 1.1.1 Online education market overview 1.1.2 Education in COVID-19 11 1.1.3 Live streaming learning 12 1.2 Objectives 13 1.3 Scope 13 1.4 Outline 14 Chap II LITERATURE REVIEW 15 2.1 Live streaming learning 15 2.2 Learning outcome 16 2.3 Literature gap 16 2.4 Theoretical foundation 18 2.5 Framework development 21 2.5.1 Live streaming learning attitude 21 2.5.2 Live streaming learning adoption 22 2.5.3 Digital readinesss 22 2.5.4 Supportive learning environment 24 2.5.5 Learner’s participation 25 2.5.6 Learning outcomes 25 Chap III METHODOLOGY 27 3.1 Research design 27 3.1.1 Quantitative approach 27 3.1.2 Deductive Approach 27 3.2 Data collection 29 3.2.1 Pilot test 29 3.2.2 Types of data 30 3.2.3 Questionnaire design 30 3.2.4 Sampling 33 3.2.5 Procedure 33 3.3 Data analysis 34 Chap IV DATA ANALYSIS 38 4.1 Demographic analysis 38 4.2 Measurement model 38 4.2.1 Internal consistency (composite reliability) 38 4.2.2 Conversient Validity 39 4.3 Structural model 42 Chap V CONCLUSION 48 5.1 Result and discussion 48 5.2 Implication and distribution 49 5.3 Limitation and recommendations for future research 51 REFERENCES 53 APPENDIX 59 APPENDIX A: Data Collection Method 59 APPENDIX B: Theoretical model and Research model 66 APPENDIX C: Analysis results 67 TABLE OF NOTATIONS AND ABBREVIATIONS Abbreviation Meaning ATT Online learning attitude ADT Online learning adoption DR Digital readiness SLE Supportive Learning Environment LP Learner's participation LO Learning outcome AVE Average variance extracted SEM Structural Equation Modeling PLS Partial Least Squares COVID-19 MOOC Corona Virus Disease 2019 Massive Open Online Course LIST OF TABLE Table Measurement scale (Author's collection) 32 Table Internal Consistency Reliability (author’s result) 39 Table The outer loading (author’s result) 40 Table The average variance extracted (AVE) value (author’s result) 41 Table Discriminant validity (author’s result) 42 Table Results for Structural equation model 44 Table Summary results for the hypotheses assessment (author’s result) 46 Table Indirect effect of constructs to leanring outcome (author’s result) 47 LIST OF FIGURES Figure The model of academic engagement and digital readiness in students’ achievements 18 Figure Research model (Author’s collection) 26 Figure Research model with path coefficient (author’s result) 43 ABSTRACT This research’s aim was to provide a further understanding of live streaming learning and factors, which affect learning outcomes when studying through live streaming In this study, I used quantitative method and deductive approach to form questionnaires, and used surveys to collect data from respondents There were 127 valid answers to the survey from 142 respondents, who are undergraduate students, experienced live streaming learning SEM-PLS is used to test proposed hypotheses The result indicated that all five determinants were accepted, and seven out of seven hypotheses were supported; which means there are positive relationships between learning outcomes and learner's participation, supportive learning environment, digital readiness Live streaming learning attitude and live streaming adoption contribute to explaining learner's participation This study confirmed that findings of prior research about elearning are true in live streaming learning in the context of Vietnam Universities, teachers, educational businesses, and also students can utilize the finding of this research to enhance the learning outcomes of live streaming learning and raise learner's participation in online classes Keywords: online learning, live streaming learning, higher education, learning outcomes, learner participation, Vietnam TUOI TRE ONLINE 2020 Dạy - Học Trực Tuyến: Phát Huy Điểm Mạnh, Hạn Chế Điểm Yếu [online] Available at: [Accessed April 2020] vnexpress.net 2020 Bộ Giáo Dục Đẩy Mạnh Dạy Học Trực Tuyến Và Trên Truyền Hình - Vnexpress [online] Available at: [Accessed April 2020] Williams, C (2011) Research methods Journal of Business & Economics Research (JBER), 5(3) Wong, K.K (2013) Partial Least Squares Structural Equation Modeling (PLS-SEM) Techniques Using SmartPLS Wilson, J (2010) “Essentials of Business Research: A Guide to Doing Your Research Project” SAGE Publications, p.7 Weinert, F E (2001) Concept of competence: a conceptual clarification In D S Rychen, & L H Salganik (Eds.), Defining and selecting key competencies (p 45-66) Hogrefe & Huber Publishers Yi, M Y., & Hwang, Y (2003) Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model International Journal of Human-Computer Studies, 59(4), 431e449 Yu, T and Yu, T., 2010 Modelling the factors that affect individuals’ utilisation of online learning systems: An empirical study combining the task technology fit model with the theory of planned behaviour British Journal of Educational Technology, 41(6), pp.1003-1017 Zanna, M.P and Rempel, J.K (1988) Attitudes: A New Look at an Old Concept In: BarTal, D and Kruglanski, A.W., Eds., The Social Psychology of Knowledge, Cambridge University Press, Cambridge, UK, 315-334 58 APPENDIX APPENDIX A: Data Collection Method Instruments Items Measurement items Reference ATT Studying through livestream is a good idea Online learning attitude (ATT) Online learning adoption (ADT) ATT I am positive toward livestreaming learning Interacting in live streaming learning system ATT is pleasant ATT All things considered, my studying in live streaming learning is beneficial ADT I am able to use theinternet to learn throughlive streaming ADT I have the resources touse live streaminglearning Supportive Learning Environment (SLE) Yu, T.-K., & Yu, T.-Y (2010) ADT I have ability to use livestreaming learning ADT Digital readiness (DR) Chu & Chen (2016) Online learning systems are entirely within my control DR I can use the fundamental functions of wordprocessing programs to create and edit documents for class assignments DR I can share my opinions online, for example, with blogs, social networking services, or web pages DR Kim et al (2019); Hong, A J., I can collaborate with classmates using online & Kim, H J (2018) software DR I can interact with classmates using real-time communication tools, for example, audio, chat box SLE I have good relationships with other students in online class SLE I have good relationships with teachers in online class 59 Australian student engagement report Learner's participation (LP) Learning outcome (LO) SLE University community supports to succeed academically (for example: academic club, academic workshop ) SLE I am helped with non-academic responsibilities (for example administrative services) LP I am willing to raise my voice in online class LP I not hesitate to ask questions teachers when I don’t understand LP I participate actively in group discussions/ assignments LP I am happy to help fellow students LO I acquire (conceptual) knowledge in the subject matter of the course LO I learn to apply my knowledge to different problems LO I acquire skills in the self-regulation of learning LO I acquire skills in using the internet for scientific work routines (e.g., online research) LO Overall, I found that my academic outcome through live stream learning is good Handelsman (2005) Paechter, M., & Maier, B (2010) Table Measurement scale (Author’s collection) Survey questionnaire Dear respondents, I am Linh Giang, an undergraduate student pursuing a Bachelor's Degree in International Business at International School – Vietnam National University I am currently conducting a survey researching an investigation of live-streaming learning and learners' 60 participation This research may contribute to understanding live streaming in Vietnam context and enhancing the effectiveness of online learning This questionnaire consists of TWO (2) sections Please answer ALL questions in every section It will take approximately minutes to complete this survey I assure that all of your personal information collected will be kept strictly confidential and the result is only for research objective Thank you for your participation! *Live-streaming learning can understand as online learning in the context of learners can interact with teachers and classmates in real-time during class It differs e-learning with recorded courses such as Coursera, EdTex Section A: General Information Please tick ONE answer for each question below What is your gender? What is your educational background? Do you often experience live streaming learning? * Live-streaming learning can understand as online learning in context of learners can interact with teachers and classmates in real-time during class Section B: An investigation of live-streaming learning and learners' participation This section is seeking your opinion regarding live-streaming learning and learners' participation of Vietnamese undergraduate students Respondents are asked to indicate the extent to which they agreed or disagreed with each statement using Likert scale response framework 61 Please tick ONE answer indicates the extent to which you agree or disagree with each of the following statements [1 = Totally Disagree; = Disagree; = Neutral; = Agree and = Totally Agree] Statements Likert scale Regarding Live Studying through livestream is streaming a good idea learning attitude I am positive toward (ATT) livestreaming learning Interacting in live streaming learning system is pleasant All things considered, my studying in live streaming learning is beneficial Regarding Live I am able to use theinternet to streaming learn throughlive streaming learning adoption (ADT) I have the resources touse live streaminglearning I have ability to use livestreaming learning Online learning systems are entirely within my control 62 Regarding I can use the fundamental Digital readiness functions of word-processing (DR) programs to create and edit documents for class assignments I can share my opinions online, for example, with blogs, social networking services, or web pages I can collaborate with classmates using online software I can interact with classmates using real-time communication tools, for example, audio, chat box Regarding I have good relationships with Supportive other students in online class Learning Environment (SLE) I have good relationships with teachers in online class University community supports to succeed academically (for example: academic club, academic workshop ) 63 I am helped with nonacademic responsibilities (for example administrative services) Regarding I am willing to raise my voice Students' in online class participation I not hesitate to ask (ST) questions teachers when I don’t understand I participate actively in group discussions/ assignments I am happy to help fellow students Regarding I acquire (conceptual) Learning knowledge in the subject outcome (LO) matter of the course I learn to apply my knowledge to different problems I acquire skills in the selfregulation of learning I acquire skills in using the internet for scientific work routines (e.g., online research) 64 Overall, I found that my academic outcome through live stream learning is good 65 APPENDIX B: Theoretical model and Research model Fig The model of academic engagement and digital readiness in students’ achievements Fig Research model (Author’s collection) 66 APPENDIX C: Analysis results Table Internal Consistency Reliability (Author’s result) Cronbach's Alpha Composite Reliability Adoption 0.904 0.933 Attitude 0.856 0.902 Digital readiness 0.825 0.884 Learner’s Participation 0.855 0.902 Learning outcomes 0.880 0.912 Supportive learning environment 0.835 0.887 Table The outer loading Items Adoption Attitude Digital Readiness Supportive learning environment ADT1 0.880 ADT2 0.893 ADT3 0.919 ADT4 0.832 ATT1 0.808 ATT2 0.884 ATT3 0.769 ATT4 0.877 DR1 0.736 DR2 0.865 DR3 0.810 DR4 0.826 SLE1 0.847 SLE2 0.904 67 Learner’s participation Learning outcome SLE3 0.774 SLE4 0.719 LP1 0.857 LP2 0.822 LP3 0.882 LP4 0.776 LO1 0.847 LO2 0.873 LO3 0.792 LO4 0.761 LO5 0.832 Table The average variance extracted (AVE) value Average Variance Extracted (AVE) Adoption 0.777 Attitude 0.699 Digital readiness 0.657 Learner’s Participation 0.698 Learning outcomes 0.676 Supportive learning environment 0.663 68 Table Discriminant validity (author’s result) Supportive Adoption Attitude Digital Learner’s Learning Readiness participation outcome learning environme nt Adoption 0.882 Attitude 0.488 0.836 0.637 0.464 0.811 0.297 0.484 0.475 0.835 0.450 0.565 0.518 0.597 0.822 0.095 0.312 0.387 0.550 0.449 Digital Readiness Learner’s participation Learning outcome Supportive learning environment Fig Research model with path coefficient (author’s result) 69 0.814 Table Results for Structural equation model ATT -> DR ADT -> DR DR -> LP DR -> LO SLE -> LP SLE -> LO LP -> LO Original Sample Sample Mean (O) (M) 0.202 0.208 0.538 0.534 0.309 0.304 0.283 0.290 0.430 0.436 0.122 0.115 0.395 0.393 Standard Deviation (STDEV) 0.076 0.074 0.089 0.089 0.071 0.103 0.098 70 T Statistics P Values Hypothesis 2.658 7.273 3.492 3.167 6.084 1.190 4.018 0.008 0.000 0.001 0.002 0.000 0.235 0.000 H1 H2 H3 H4 H5 H6 H7 Table Summary results for the hypotheses assessment (author’s result) Hypothesis Support H1: The live streaming learning attitude will have a significant positive YES influence on Digital readiness H2: The live streaming learning adoption will have a significant positive YES influence on Digital readiness H3: The Digital readiness will have a significant positive influence on YES Learner’s participation H4: The Digital readiness will have a significant positive influence on YES Learning outcomes H5: The Supportive learning environment will have a significant positive YES influence on Learner’s participation H6: The Supportive learning environment will have a significant positive NO influence on Learning outcomes H7: The learner’s participation will have a significant positive influence on YES Learning outcomes 71 Table Indirect effect of constructs to leanring outcome (author’s result) Adoption -> Digital readiness->Learner’s participation 0.166 Adoption -> Digital readiness->Learner’s participation-> Leanring outcome 0.218 Attitude -> Digital readiness->Learner’s participation 0.062 Attitude -> Digital readiness->Learner’s participation-> Leanring outcome 0.082 Digital readiness -> Learner’s participation-> Leanring outcome 0.122 Supportive learning environment -> Learner’s participation-> Leanring 0.170 outcome 72 ... data for the analysis of some aspect of a group or area; (c) to determine and delineate the form, extent, and position of (as a tract of land) by taking linear and angular measurements and by applying... a further understanding of live streaming learning and factors, which affect learning outcomes when studying through live streaming In this study, I used quantitative method and deductive approach... BUSINESS Hanoi - Year 2020 LETTER OF DECLARATION I hereby declare that the Graduation Project AN INVESTIGATION OF LIVE STREAMING LEARNING AND LEARNING OUTCOME is the result of my own research and has