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<p>Online learning has emerged as an important mode of delivery in higher education institutions, especially after the pandemic. The purpose of this paper is to investigate how computer and internet self-efficacy and various interactions (learner-learner, learner-instructor, and learner-content) influence Vietnamese student satisfaction with online learning. The study further examines which variables affect students’ satisfaction with online learning most strongly among internet self-efficacy and various types of interactions. The data was collected from 395 Vietnamese students using an online survey. Confirmatory factor analysis and hierarchical regression were used to analyze the data for this study. The results of the study suggest that computer and internet self-efficacy initially demonstrates a positive relationship with students’ online learning satisfaction. However, its effect becomes weaker and only marginally significant in the final model once interaction variables are included in the regression models. It was further found that learner-instructor interaction and learner-learner interaction positively influenced the students satisfaction of students, while learner-content interaction does not show a statistically significant effect on satisfaction. Among the interaction dimensions, learner-instructor interaction showed a relatively stronger association with student satisfaction, followed by learner-learner interaction, within the hierarchical regression model. These findings suggest that interpersonal interactions, particularly those involving instructors and peers, may play a more prominent role in shaping students’ satisfaction with online learning environments compared to content interaction. This study contributes to the growing literature on online learning in Vietnam by examining the relative influence of different interaction types alongside computer and internet self-efficacy using a hierarchical regression approach. The study further offers theoretical and practical implications and avenues for future research.</p>

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Students’ Satisfaction with Online Learning in Vietnam: Influence of Computer and Internet Self-Efficacy and Three Types of Learner Interactions

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  • 出版模式：

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  • 发表日期：

    2026年6月24日

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  • Greeni Maheshwari

摘要

Online learning has emerged as an important mode of delivery in higher education institutions, especially after the pandemic. The purpose of this paper is to investigate how computer and internet self-efficacy and various interactions (learner-learner, learner-instructor, and learner-content) influence Vietnamese student satisfaction with online learning. The study further examines which variables affect students’ satisfaction with online learning most strongly among internet self-efficacy and various types of interactions. The data was collected from 395 Vietnamese students using an online survey. Confirmatory factor analysis and hierarchical regression were used to analyze the data for this study. The results of the study suggest that computer and internet self-efficacy initially demonstrates a positive relationship with students’ online learning satisfaction. However, its effect becomes weaker and only marginally significant in the final model once interaction variables are included in the regression models. It was further found that learner-instructor interaction and learner-learner interaction positively influenced the students satisfaction of students, while learner-content interaction does not show a statistically significant effect on satisfaction. Among the interaction dimensions, learner-instructor interaction showed a relatively stronger association with student satisfaction, followed by learner-learner interaction, within the hierarchical regression model. These findings suggest that interpersonal interactions, particularly those involving instructors and peers, may play a more prominent role in shaping students’ satisfaction with online learning environments compared to content interaction. This study contributes to the growing literature on online learning in Vietnam by examining the relative influence of different interaction types alongside computer and internet self-efficacy using a hierarchical regression approach. The study further offers theoretical and practical implications and avenues for future research.