Online Teaching Satisfaction amid the Covid-19 Pandemic: Evidence from a Vietnamese Higher Education Context
DOI:
https://doi.org/10.54855/ijte.222119Keywords:
COVID-19, teacher satisfaction, higher education, VietnamAbstract
The COVID-19 pandemic has forced most higher education institutions around the globe to move their teaching and learning to online modes. This has had enormous impacts on teachers, especially those with limited experience in online teaching. This study was conducted to identify significant predictors of teacher satisfaction and their live online teaching experience during the coronavirus pandemic in Vietnam. The study used a mixed-methods approach with exploratory factor analysis, multiple regression techniques, and thematic analytical strategies to analyze survey data from 206 Vietnamese university lecturers. The study results indicated that online interaction, support from the institution, technology-related issues, and students' online efficacy were the key factors affecting lecturer satisfaction. In addition, the study results offer practical implications for educational managers in their long-term investment in online education in a developing country context.
References
Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8
Allen, I. E., & Seaman, J. (2015). Grade Level: Tracking Online Education in the United States. In Babson Survey Research Group. Babson Survey Research Group. https://eric.ed.gov/?id=ED572778
Ayu, M., & Pratiwi, Z. F. (2021). The implementation of online learning in English language teaching during pandemic: The teachers' voice. Journal of Research on Language Education, 2(2), 93–99. https://doi.org/10.33365/jorle.v2i2.1316
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma. 25(8), 635–642 https://doi.org/10.1080/15325024.2020.1769300
Cataudella, S., Carta, S. M., Mascia, M. L., Masala, C., Petretto, D. R., Agus, M., & Penna, M. P. (2021). Teaching in times of the Covid-19 pandemic: A pilot study on teachers' self-esteem and self-efficacy in an Italian sample. International Journal of Environmental Research and Public Health, 18(15), 8211. https://doi.org/10.3390/ijerph18158211
Cho, M.-H., & Cho, Y. (2016). Online instructors' use of scaffolding strategies to promote interactions: A scale development study. International Review of Research in Open and Distributed Learning, 17(6), 108-120. https://doi.org/10.19173/irrodl.v17i6.2816
Daniel, S. J. (2020). Education and the Covid-19 Pandemic. Prospects, 49(2020), 91–96. https://doi.org/10.1007/s11125-020-09464-3
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Hermanto, Y. B., & Srimulyani, V. A. (2021). The challenges of online learning during the Covid-19 pandemic. Jurnal Pendidikan Dan Pengajaran, 54(1), 46. https://doi.org/10.23887/jpp.v54i1.29703
Kakkad, D. P. (2021). A study on perception of teachers for online teaching during Covid 19 pandemic. International Research Journal of Humanities and Interdisciplinary Studies, 2(6), 30–37. http://irjhis.com/paper/IRJHIS2106006.pdf
Kuo, Y.-C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20(2013), 35-50.
Lahman, M. K. E., Rodriguez, K. L., Moses, L., Griffin, K. M., Mendoza, B. M., & Yacoub, W. (2015). A rose by any other name is still a rose? Problematizing pseudonyms in research. Qualitative Inquiry, 21(5), 445–453. https://doi.org/10.1177/1077800415572391
Lapitan, L. DS., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Lumsden, S. H. (2017). The relationship between teaching presence and online instructor satisfaction in an online teacher training program [unpublished master's thesis]. Macquarie University, Sydney, Australia.
Luu, T. M. V. (2022). Readiness for Online Learning: Learners’ Comfort and Self-Directed Learning Ability. International Journal of TESOL & Education, 2(1), 213–224. https://doi.org/10.54855/ijte.222113
Maheshwari, G. (2021). Factors Affecting Students' Intentions to Undertake Online Learning: An Empirical Study in Vietnam. Education and Information Technologies, 2021, 1–21. https://doi.org/10.1007/s10639-021-10465-8
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA. Sage Publications.
Minh, H. (2020). Dạy - học trực tuyến: Cơ hội số hóa đào tạo đại học. Báo Đại đoàn kết, 2020. http://daidoanket.vn/day--hoc-truc-tuyen-co-hoi-so-hoa-dao-tao-dai-hoc-464343.html (accessed Apr. 25, 2020). [Online teaching-learning: Opportunity for digitalization of higher education. Solidarity Newspaper. In Vietnamese].
MOETa. (2020). The information and communications going along with education and training in preventing Covid-19. Retrieved from https://en.moet.gov.vn/news/Pages/events.aspx?ItemID=3933.
MOETb. (2020). Đại Học Tiên Phong Đẩy Mạnh Chuyển Đổi Số Giáo Dục [Universities pioneer in educational digitalization]. Retrieved from https://moet.gov.vn/tintuc/Pages/phong-chong-nCoV.aspx?ItemID=6615.
Moralista, R. B., & Oducado, R. M. R. (2020). Faculty perception toward online education in higher education during the coronavirus disease 19 (COVID-19) pandemic. Retrieved from https://ssrn.com/abstract=3636438
Nambiar, D. (2020). The impact of online learning during COVID19: Students' and teachers' perspectives. International Journal of Indian Psychology, 8(2), 783-793. https://doi.org/10.25215/0802.094
Ngo, D. H.(2021). Perceptions of EFL tertiary students towards the correlation between e-learning and learning engagement during the COVID-19 pandemic. International Journal of TESOL & Education, 1(3), pp. 235-259. EOI. http://eoi.citefactor.org/10.11250/ijte.01.03.013
Pallant. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. Crows Nest, NSW: Allen & Unwin.
Pham, H.-H., & Ho, T.-T.-H. (2020). Toward a 'new normal' with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research & Development, 39(7), 1327–1331. https://doi.org/10.1080/07294360.2020.1823945
Pham, T. T. T. (2022). Navigating the Turbulent Time: A Qualitative Inquiry into Resilience among Vietnamese ESL Teachers during COVID-19. International Journal of TESOL & Education, 2(1), 40-53. https://doi.org/10.54855/ijte2202013
Shenoy, V., Mahendher, S., & Vijay, N. (2020). COVID-19 lockdown technology adaption, teaching, learning, student engagement and faculty experience. Mukt Shabd Journal, 9(4), 698-702.
Sobaih, A. E. E., Hasanein, A. M., & Abu Elnasr, A. E. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12(16), 2-18. https://doi.org/10.3390/su12166520
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers' practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma. 25(6–7), 573–579 https://doi.org/10.1080/15325024.2020.1759225
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative techniques in the social and behavioral sciences. Thousand Oaks, CA. Sage Publications.
Teng, M. F., & Wu, J. G. (2021). Tea or tears: Online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290–292. https://doi.org/10.1080/02607476.2021.1886834
Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017). Faculty perceptions about teaching online: Exploring the literature using the technology acceptance model as an organizing framework. Online Learning, 21(1), 15-35. https://doi.org/10.10.24059/olj.v21i1.761
Zaili, N., Moi, L. Y., Yusof, N. A., Hanfi, M. N., & Suhaimi, M. H. (2019). The factors of satisfaction on e-learning usage among Universiti Malaysia Kelantan students. Journal of Information System and Technology Management, 4(11), 73-83.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Thach Ngoc Pham, Hong Van Nghiem
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
