ONLINE LEARNING SATISFACTION AND READINESS AMONG UNDERGRADUATES: INFLUENCING FACTORS AND GENDER DIFFERENCES

Abstract

This study aimed to investigate the relationships among three factors (instructional support, assessment, and skills development) and satisfaction, as well as readiness, in online learning, with gender differences were also considered. The study surveyed undergraduate students in the southern universities in Vietnam (n = 484) using the Vietnamese version of the Student Outcomes Survey questionnaire (Fieger, 2012). The results revealed that students’ online learning satisfaction and readiness were moderately related to instructional support, assessment, and skills development. Two variables (instructional support and skills development) positively explained learners’ online learning satisfaction while assessment and skills development significantly predicted online learning readiness. Besides, an independent samples t-test showed that males were satisfied with their online learning and were willing to participate in this form of learning when the pandemic would be over. Females had the same result as males about online learning during the pandemic but thought it inappropriate in normal situations. These findings demonstrated the need for a combination of instructional support, assessment, and skills development to enhance learners' online learning satisfaction and readiness. The study contributes to the educational field regarding awareness of learners about online learning. The implications and limitations of these findings were discussed.