Factors Affect Students’ Perspectives on the Usefulness of Learning Online

Proceedings of The 4th International Conference on Research in Education, Teaching and Learning

Year: 2021


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Factors Affect Students’ Perspectives on the Usefulness of Learning Online

Dinh Cao Tuong, Vo Minh Sang



The more students perceive the usefulness of the learning mode, the more they accept it, hence inference to their learning success. The purpose of the study is to identify factors that impact students’ perspectives of the usefulness of learning online towards their learning process based on the Technology Acceptance Model. Learners’ styles and their e-learning self-efficacy were integrated into the model to explore the relationships between these factors and their perceived usefulness of learning online. A questionnaire survey was administered to 356 voluntary students of a private university in Vietnam. Data analysis methods including the Cronbach’s alpha test to examine the scales’ reliability, Confirmatory Factor Analysis method to determine the factors of learners’ learning online styles and the structural equation modelling method to estimate the correlations between the dependent and independent constructs. The results indicate that four in six learners’ learning online styles had a significant relationship with perceived usefulness. In particular, tactile and group factors and individual factor have directly and indirectly positive effects on perceived usefulness respectively while Kinaesthetic factor has directly negative effect on perceived usefulness. The other factors such as visual and auditory show no relationship with perceived usefulness. Learner’s e-learning self-efficacy and perceived ease of use components have directly positive impact on perceived usefulness. Pedagogical implications and limitations of study are also discussed.

keywords: TAM, learning styles, learners’ e-learning self-efficacy, online learning, higher education.