Factors Affecting Satisfaction on Online Education on Students Digital Teaching Page in Ho Chi Minh City, Vietnam

Doan Huynh Mai Anh


Student satisfaction is of utmost importance to universities. Understanding that problem, factors affecting the satisfaction of online education on the digital teaching page of students in Ho Chi Minh City were studied to give suggestions to universities to improve the satisfaction of online education. satisfaction as well as the quality of online teaching. From the theoretical basis and research model of the available studies, we have adjusted and come up with our formal research model. The research methods are qualitative and quantitative methods. The questionnaire was processed by SPSS with techniques to evaluate the reliability of the scale through Cronbach Alpha coefficient, EFA factor analysis to identify groups of variables to include in multiple regression analysis. The results showed that there are two groups of variables affecting student satisfaction arranged in descending order: Lecturer and Interaction, Course overview. An overview of studies in the world shows research on factors affecting online learning. Studies in the world conducted from 1989 to the present have changed a lot in terms of research contents and methods with many different angles in many countries. Meanwhile, in Vietnam, studies on this issue have only been carried out in recent years, mainly in the direction of assessing the impact of factors on learning outcomes without any comprehensive research. assess the factors affecting student satisfaction, propose measures suitable to the current context to overcome, and have a better overview of the problem. Therefore, this study was conducted to fill in this research gap.


Digital teaching; Online education

Full Text:



Arbaugh, J. B. (2000). How classroom environment and student engagement affect learning in Internet-based MBA courses. Business Communication Quarterly, 63(4), 9-26.

Butler, D. L., and Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.

Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning, and Performance Journal, 20(1), 11.

Chi, M. T., and VanLehn, K. A. (1991). The content of physics self-explanations. The Journal of the Learning Sciences, 1(1), 69-105.

Dembo, M. H., and Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.

Graham, M., and Scarborough, H. (2001). Enhancing the learning environment for distance education students. Distance Education, 22(2), 232-244.

LaRose, R., and Whitten, P. (2000). Re‐thinking instructional immediacy for web courses: A social cognitive exploration. Communication Education, 49(4), 320-338.

Ley, K. (1999). Providing feedback to distant students. Campus-Wide Information Systems, 16(2), 63-69.

Swan, K. (2006). Online collaboration: Introduction to the special issue. Journal of Asynchronous Learning Networks, 10(1), 3-5.

Trong, H., and Ngoc, C. N. M. (2008). Analyze research data with SPSS. Hong Duc Publishing House, 32, 96-103.


  • There are currently no refbacks.

Copyright (c) 2021 Indonesian Journal of Multidiciplinary Research

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indonesian Journal of Multidiciplinary Research (IJOMR) is published by UPI