Factors affecting learners intention to persist in e learning courses in vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY o0o PHAM HUONG TRA FACTORS AFFECTING LEARNERS'S PERSISTENCE IN E-LEARNING COURSES IN VIETNAM MASTER’S THESIS BUSINESS ADMINISTRATION Hanoi, 2020 VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY PHAM HUONG TRA FACTORS AFFECTING LEARNERS'S PERSISTENCE IN E-LEARNING COURSES IN VIETNAM MAJOR: BUSINESS ADMINISTRATION CODE: 8340101.01 RESEARCH SUPERVISORS PROF DR HIROSHI MORITA ASSOC PROF DR PHAM THI LIEN Hanoi, 2020 DECLARATION OF ACCEPTANCE I am sure this is my own scientific study The data used for the thesis have undoubted sources according to guidance The results of this research were conducted by me, analyze truly and equitably follow Vietnamese situation The final conclusions are made as the results of study myself so they have not been published by any other research group at any time other research Author Pham Huong Tra ACKNOWLEDGMENTS I have to give my very first thank to my supervisors Prof Hiroshi Morita and Assoc Prof Pham Thi Lien I want to show my gratitude to Prof Hiroshi Morita for the sincere advises and engagement during the time I had seminars in Japan Moreover, I would thank Assoc Prof Pham Thi Lien for her wise advises and helping me to get to the right way when I met problem during the time doing this research Both of supervisors have inspired me a lot during my 2-year study period in both Vietnam and Japan I also want to thank for all of Administrators, Training Department, MBA program of VJU and YNU, the VJU –MBA03 class Next, I have my thank to everyone who spent their effort to complete a big step of my thesis Author Pham Huong Tra ABSTRACT Vietnam is considered to be quickly catching up with the world trend because in 2010, when E-Learning started to become a global trend and spread to many countries in the world, immediately after that, enterprises of the country has also taken the first steps of exploring, launching a series of online learning websites such as Violet.vn, Hocmai.vn, Topica, Onluyen.vn, Speakup.vn, Mathplay Up to now, E-Learning has become a learning model that attracts a large number of users However, there has been no research in Vietnam on the factors affecting the persistent intention to take an online course There are research objectives: Investigating the predictors (demographic characteristics, internal and external factors) that affect intention to persist in online learning courses in Vietnam, how those factors influence each other and give recommendations for e-learning giver to fascinate and keep students to complete the courses along with increasing business performances The study composed and expanded on the base of Rovai model with adjusted of new aspect, internal academic locus of control The Likert –scales levels was used for aspects: Internal academic locus of control, Satisfaction, Support from family and work/school and Intention to persist There are 10 hypotheses, however, were denied after running data with Amos More detail, results of this research concluded that the gender and educational level show no significant on students „s intention to persist in online learning courses The research also provided the structural equation modeling (SEM) of computing variable value TABLE OF CONTENTS ACKNOWLEDGMENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Research motivation 1.1.1 Practical Motivation 1.1.2 Theoretical Motivation 1.2 Research Objectives 1.3 Research Questions .8 1.4 Research methodology 1.5 Research structure .10 CHAPTER LITERATURE REVIEW 11 2.1 Definition 11 2.1.1 Distance Education 11 2.1.2 Dropout 13 2.1.3 Persistence 14 2.2 Research Model Literature Review 14 2.2.1 Psychological models of persistence 14 2.2.2 Tinto’s student integration model 16 2.2.3 Bean and Metzner’s student attrition model 19 2.2.4 Rovai ’s composite persistence model 22 2.3 Research Hypothesis 31 2.3.1 Demographic characteristics 31 2.3.2 Internal factors 35 2.3.3 External factor 38 2.4 Research Model Proposed 40 CHAPTER 3: RESEARCH METHODOLOGY 42 3.1 Research Process 42 3.2 Data collection method .43 3.2.1 Primary data source 43 3.3 Data Analysis Method 49 3.3.1 Comparative meta-analysis method: 49 3.3.2 Methods of statistical analysis and impact assessment 49 CHAPTER 4: RESEARCH FINDINGS 50 4.1 Descriptive Analysis 50 4.2 Cronbach’s Alpha Analysis 50 4.3 Factor Analysis 53 4.3.1 Exploratory Factor Analysis (EFA) 53 4.4 Confirmatory Factor Analysis 56 4.4.1 Testing the suitability of the model 57 4.4.2 Assess the reliability of the scale 57 4.4.3 Convergent validity 58 4.4.4 Unidimensionality 59 4.4.5 Discriminant validity 59 4.5 Structural Equation Modeling (SEM) 61 4.6 Revised Research Model 65 4.7 Hypothesis Testing Results .66 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 67 5.1 Conclusion and discussion 67 5.2 Recommendation 70 5.3 Limitation and future research 72 APPENDIX 83 LIST OF TABLES Table 2.1 Table comparing research models of persistence 25 Table 2.2 Dropout/Persistence factors from past empirical studies 25 Table 3.1 Research process 42 Table 3.2 Scale Description Table 44 Table 4.1 Item statistic of intention to persist variable 51 Table 4.2 Cronbach's alpha 52 Table 4.3 KMO and Bartlett's Test 54 Table 4.4 Eigenvalue and variance explained 54 Table 4.5 Pattern Matrix 55 Table 4.6 Composite reliability, Average variance extracted and Correlation 57 Table 4.7 Regression weights and standardized regression weights 58 Table 4.8 Assessment of Discriminant validity 59 Table 4.9 Analysis results of SEM linear structure model 63 Table 4.10 Direct, Indirect and Total Effect relationships 64 LIST OF FIGURES Figure 2-1 Theory of reasoned action (Ajzen, 1975) 15 Figure 2-2 Conceptualization of (Tinto, 1975,1987,1993) ‘s student integration model 17 Figure 2-3 Conceptualization of (Bean, 1985) student attrition model 20 Figure 2-4 (Rovai, 2003) ‘s composite persistence model 23 Figure 2-5 Revised Rovai’s composite persistence model with internal academic locus of control variable and the correlation between internal and external factor (Author) 40 Figure 4-1 CFA model on Amos 56 Figure 4-2 Analysis results of SEM linear structure model 62 Figure 4-3 Revised research model (Author) 65 CHAPTER 1: INTRODUCTION Online learning has been around for a long time and it attracts many people, not only students but also professionals This is simply because it offers flexibility in study time, easy access (when connected to the internet) and convenience everywhere In past years, e-learning has certainly been the quickest growing major in education due to the quantity of users and market profits of the related field The demand for e- learning programs and products have exceeded more than $27.1 billion globally in 2009, and is expected to hit $49.6 billion by 2014 (Ambient Insight Research, 2010) (Allen, 2013) estimated that the number of students who completed at least one e-learning course in the fall semester in 2012 were more than 6.7 million students, accounting for 32% of the total amount of university graduate Nowadays, the fact is technology improves day by day, so that will enable online classroom simulation and the need for lifelong learning, the growth of online learning will be very clear Therefore, online learning, regardless of language courses, soft skills, professional knowledge, needs serious attention from educational investors and lecturers While an obvious increase in student enrollment in online courses can be clearly seen, the commitment in these courses is usually much smaller than conventional classrooms, face-to-face programs ( (Carr, 2000); (Jun, 2005); (Rochester, 2008)) According to a study, the percentage of students who left e-learning courses that they registered was from 10% to about 50-75%( (Carr, 2000); (Jun, 2005); (Rochester, 2008)) Some e-learning study showed that learners „s fallout experiences lead to frustration and reduced their confidence or independent and this may make them not want to 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