Students' Adoption of e-Learning in Emergency Situation: The Case of a Vietnamese University during COVID-19

• Published in: Interactive Technology and Smart Education Vol. 18; no. 2; pp. 246 - 269
• Main Authors: Ho, Nguyen Thi Thao, Sivapalan, Subarna, Pham, Hiep Hung, Nguyen, Lan Thi Mai, Pham, Anh Thi Van, Dinh, Hung Viet
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 22.09.2021; Emerald Group Publishing Limited
• Subjects: Attitudes; Colleges & universities; Coronaviruses; Correlation; Course Content; COVID-19; Difficulty Level; Distance learning; Educational Technology; Electronic Learning; Foreign Countries; In Person Learning; Interaction; Learning Activities; Learning Processes; Online instruction; Pandemics; School Closing; School closures; Self Efficacy; Social factors; Social Influences; Structural models; Student Attitudes; Students; Teacher Student Relationship; Teaching Methods; Technological Literacy; Technology utilization; Undergraduate Students; Universities; Vietnam; United Kingdom > UK; United States > US
• ISSN: 1741-5659; 1758-8510
• DOI: 10.1108/ITSE-08-2020-0164

Purpose: By using a technology acceptance model (TAM) on survey results collected from two member schools of a Vietnamese educational institution, this study aims to uncover the key factors that affect students' acceptance of e-learning during the COVID-19 period. Design/methodology/approach: A bilingual questionnaire in English and Vietnamese was delivered. It was pre-tested on 30 participants before it was finalized. The authors first reviewed the measurement model and made adjustments to the theoretical TAM model. Then the adjusted TAM was used to investigate the relationships of the constructs in the model. Findings: The results of the structural model show that computer self-efficacy (CSE) has a positive impact on perceived ease of use (PEOU). There is also a positive relationship between system interactivity (SI) and PEOU. Surprisingly, the authors documented that PEOU has no significant impact on students' attitudes (ATT). The results show that SI can moderately affect ATT. Finally, it is noted that the social factor (SF) directly affects the student's attitudes (ATT). Research/limitations/implications: This study contains three limitations. First, as this study only focuses on undergraduate programs, readers should be careful in applying the findings and/or implications of this study to other education levels such as K-12, vocational training and postgraduate programs. Second, the findings are generated within the context of one type of e-learning, conducted via Google Meet. Therefore, future research is needed to provide further validation and comparison across other forms of e-learning. Finally, to further prevent the common bias problem, future research should use both five-point and seven-point Likert scales for the response options in the survey, as well as use negatively worded items. This will help prevent respondents from providing similar answers to all questions. Originality/value: This study has both theoretical and practical implications. From a theoretical perspective, the study can provide a solid framework for similar studies. From a practical perspective, this study offers implications for governments and universities in the process of adopting e-learning, given that the COVID-19 pandemic is currently in its second and more dangerous wave.