International Journal of Policy Studies Vol.6, No.

2, 2015

The Feasibility and Sustainability of e-Learning

Systems in Vietnam:
Higher Education Transformation in the Digital Era1

Nguyen Thi Thanh Hoa

Hanoi University of Science and Technology, Vietnam

Kyoung Ryoul Min

Sungkyunkwan University, South Korea

Sung Min Park*

Sungkyunkwan University, South Korea

Abstract E-learning is not a new topic in scientific research particularly and in education system
generally. Many countries in the world have adopted e-learning to optimize the teaching and learning
not only in higher education but also in all levels of education. In such scenario of globalization,
Vietnam is not an exception. However, there is still much suspicion about the feasibility of e-learning
in Vietnam. This study analyze the benefits that e-learning brings about to enhance the feasibility and
sustainability in Vietnam. From that point, this research mainly aims at conducting the survey on
e-learning for higher education. The findings of the study suggests that e-learning environment need
supports from government such as ICT infrastructure, political support, financial support and
institutional support. The users also show their satisfaction on e-learning and have positive opinions
about e-learning efficiency.
Key Words: E-learning, education transformation, learning satisfaction, learning efficiency

INTRODUCTION

It is nearly 16 years since appearing in Vietnam, the Internet has been having great impact on
the cultural life of Vietnamese people. It can be realized that the Internet has increasingly proved
its significant role in every aspect of the social life, especially in the field of education and
training. During the past few decades, education and training reform has become a global trend.
Science and technology in the world have developed strongly making great advances mostly in
electronics, telecommunication, informatics and ICT. Through the technology, educators easily

* Corresponding author. Email: sm28386@gmail.com

52 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

get approach to the lessons, knowledge by getting access to the Internet or directly connect with
their colleagues. Thanks to ICT, learners and educators themselves can also consider evaluating
teaching and learning capacity nationwide. After many years of implementation, e-learning
process in Vietnam has gradually gained the first achievements as a whole. However, besides
advantages, the process of implementing e-learning in Vietnam still meets many difficulties
because of the shortage of suitable policies to realize an e-education in Vietnam.
Thus, this study is to analyze and understand the advantages and disadvantages of e-learning
application in the Vietnamese education system. From that point, the study will contribute to
enhance the feasibility of e-learning in Vietnam to realize the transformation of higher education
in the digital era. Through this study, we will answer the following questions: (1) what
conditions facilitate e-learning environment in Vietnam?; (2) how is the interaction between
e-learning and participants? What are the outcomes and how to evaluate?; (3) how is the
transformation process of higher education in the current digital era in Vietnam?; and (4) how to
realize the feasibility and sustainability of e-education in Vietnam successfully?

Overview of e-Learning in Vietnam

There are many definitions related to e-learning and have been used as a replacement for
e-learning such as online learning, distance learning, technology based learning, web-based
learning, computer-based learning, etc. We should look at these definitions carefully to use the
term of e-learning precisely. Even though many researchers give no clear definition compared
with online learning, web-based learning, and others (Dringus and Cohen, 2005; Khan, 2001;
Triacca, Bolchini, Botturi, and Inversini, 2004; Wagner, 2001), e-learning can be defined as any
educational offering that makes use of ICT for asynchronous, decentralized content presentation
and distribution, as well as for interpersonal communication and interaction (Halstead and
Billings, 2005, p. 424).
Since its appearance in 2007, e-learning has been boosted in Vietnam with an estimated value
of almost 50 million US Dollars. E-learning market in Vietnam has a growth rate of 46% passing
Thailand, Malaysia and China as of March 2014. This growth rate is associated with the growth
rate of internet users in Vietnam. As in the White book on Information Communication
Technology 2014 issued by Ministry of Information and Communication; by 2013 Vietnam had 33
million internet users, increasing from 31 million in 2012 accounting for 37% of the total
population. On the other hand, Vietnam has 90 million inhabitants with the age group of 15 – 64
accounting for over 50%. Many of the youth are willing to receive new learning method, replacing
the traditional learning.
The Feasibility and Sustainability of e-Learning Systems in Vietnam 53

Vietnam’s government is vitally aware of the demand and importance of developing e-learning
systems in the country. Therefore, many directions, projects, and activities have been designed
and implemented to promote e-learning at every level of education, especially in higher
education in the 21st century. Being active partners in developing e-learning in Vietnam, many
local schools, colleges and universities have cooperated with many education organizations in the
world to receive the transfer of technology. With this endeavor, Vietnam has decided to integrate
information communication technology (ICT) into every educational level in order to reform
learning quality and facilitate the young learners with fully equipped tools and skilled for the
information era. E-learning can transmit learning resources from the developed area to the
remote less developed one to eliminate the gap between regions. E-learning is regarded as a
developing strategy to improve social cognition and impulse to higher education.
Hence, applying e-learning model is one of the key points to develop education and enhance
ICT development. However, there are some barriers that hold e-learning back from development
in Vietnam education. Many people show worries and suspicion about learning efficiency and
learning satisfaction towards e-learning model due to its virtual and unreal nature. Therefore,
this research aims to investigate the conditions that affect learning satisfaction and learning
efficiency in e-learning model. Due to the characteristics of e-learning that mainly aim at
andragogy, this study focuses on higher education transformation in the digital era.

The Transformation of Education in the Digital Era

The education area is having a huge transformation as a result of technology development.

New technologies create more learning opportunities that challenges traditional school. People
can take education anywhere such as libraries, workplace, and internet cafes. Recently, theories
more emphasize on student exercise than on teachers teaching. It is in this environment where
the learner is at the heart of everything, the embryo of the what would be shortly thereafter
called personal learning environment was created (Martins, Gonçalves, Santos, and Pereira,
2012). In this context, it is possible to consider new scenarios for e-learning. These scenarios
include the replacement of traditional platforms to support teaching and learning through other
platforms with different architectures in which students can use the tools with which they deal on
a daily basis to communicate and interact in non-formal or informal and even playful way
(Martins et al., 2012).
In the information age, online degree can be a excellent option for those who want to follow
learning, working. Hence e-learning gradually appears in every school, college and university
playing a role of either a useful teaching tool aid or extra learning, continuing learning. Education
54 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

is transformed from learning to e-learning and then smart learning, schools are transformed into
cyber schools, teachers are transformed into highly qualified e-learning teachers or e-learning
service teachers, students can become e-students. Instead of one educator with about 50 to 60
learners in one classroom, now the educator or teacher works with individual learner or small
groups, white board becomes electronic board. The teacher will work as a coach with increased
contact, personalized learning plan and digital curriculum which accelerate e-learning. With
digital media, digital curriculum and the Internet learning will become individual, interactive and
self-space for learners, and thus the academic performance of the learner can be increased.
Soon there will be a need to transform colleges of universities of education into graduate
e-learning savvy teachers. Around a decade ago or so, it was the industrialization age, but now it
is the time of the information age; schools, colleges, universities and other educational
organization turn out to be the 21st education. In this form of learning, a shift of the control to the
students is evident, in pedagogical approaches focused on them and their expectations, needs and
characteristics (Mota and de Carvalho, 2009).

Vision Impaired using Virtual IT Discovery (VIVID) model

Adapting from Vision Impaired using Virtual IT Discovery (VIVID) model (Permvattana,
2012) shown in Figure 1 which has 6 dimensions (institutional factors; legal requirements;
evaluation, feedback and enhancement; social elements; learner characteristics; and learning
outcomes), an analytic framework for this research was developed covering variables of
technology, organizational support, institutional attribute, knowledge management system
(KMS), participants’ capacity, learning satisfaction and learning efficiency. The latent factors of
technology are an ICT infrastructure and pedagogic technology, organizational supports are
political support, financial support and institutional support, and institutional attribute employs
legal requirement. E-learning environment is created by the interaction of KMS and participants’
capacity. The KMS here is constituted by course operation and management, learning content,
learning interaction and technical support while by the properties of e-learning that requires
knowledge maturity, participants’ capacity is necessary to include self-management, IT ability
and learning motivation. When learning activities take place in an e-learning environment, the
outcomes of learning satisfaction and learning efficiency will be evaluated to prove the feasibility
and sustainability of e-learning systems.
The Feasibility and Sustainability of e-Learning Systems in Vietnam 55

Figure 1. VIVID Model

Source: Permvattana, 2012, p.156

RESEARCH DESIGN

Research Model

The hypothesized research model, based on the relevant research literature and our research
questions, is depicted in Figure 2. This study is to test if both teachers and participants having
attended online courses have a positive attitude towards e-learning. From the analytic
framework as below, there are three types of variables needed to be considered. Conditions to
facilitate e-learning environment are technology, organizational support, and institutional
attribute as independent variables. KMS and participants’ capacity, the core factors of e-learning
environment, are designated as mediators in this study. Regarding dependent variables, learning
satisfaction and efficiency are outcomes of the interaction between KMS and participants’
capacity. The study is supposed to test the impact of KMS on learning satisfaction and efficiency,
the impact of participants’ capacity on learning satisfaction and efficiency; the effects of
technology, organizational support and institutional attribute directly on e-learning environment
and indirectly on learning satisfaction and efficiency.
56 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

Figure 2. Research Framework

Hypotheses

Hypothesis 1: Technology positively relates to KMS.

Hypothesis 2: Technology positively relates to participants’ capacity.
Hypothesis 3: When KMS and participants’ capacity were merged to form interaction with e-learning
environment, technology positively relates to KMS x participants’ capacity.
Hypothesis 4: Organizational supports positively relate to KMS.
Hypothesis 5: Organizational supports positively relates to participants’ capacity.
Hypothesis 6: When KMS and participants’ capacity were merged to form interaction with e-learning
environment, organizational supports positively relate to KMS x participants’ capacity.
Hypothesis 7: Institutional attribute positively relates to KMS.
Hypothesis 8: Institutional attribute positively relates to participants’ capacity.
Hypothesis 9: When KMS and Participants’ Capacity were merged to form interaction with e-learning
environment, Institutional attribute positively relates to KMS x participants’ capacity.
Hypothesis 10: KMS positively relates to learning satisfaction.
Hypothesis 11: KMS positively relates to learning efficiency.
Hypothesis 12: Participants’ capacity positively relates to learning satisfaction.
Hypothesis 13: Participants’ capacity positively relates to learning efficiency.
Hypothesis 14: When KMS and participants’ capacity were merged to form interaction with e-learning
environment, KMS x participants’ capacity positively relates to learning efficiency.
Hypothesis 15: When KMS and participants’ capacity were merged to form interaction with e-learning
environment, KMS x participants’ capacity positively relates to learning satisfaction.
The Feasibility and Sustainability of e-Learning Systems in Vietnam 57

RESEARCH VARIABLES

Independent Variables

Technology. Information and Communication Technology (ICT) infrastructure is the core factor
to enable e-learning. To create an e-learning environment, internet bandwidth must be ensured;
instructional design should be easy to use, including interaction and feedback system, learning
management system (LMS), and technical support in real time. The Technology Acceptance
Model (TAM) is widely cited model of technology adoption and usage in the literature (Davis,
Bagozzi, and Warshaw, 1989). The basis of TAM is users’ perceived ease of use and usefulness
of a given technology will impact their intent to use and, via intent, their actual use of the target
technology (Brown and Charlier, 2013). It emphasizes on the need for organizations to ensure
that the representatives of technology are provided for the users and the benefits of new
technology are communicated effectively.
Knowledge based information society makes it become an asset that for the first time it can be
considered an inexhaustible resource. The limitation of this resource is the limitation of people’s
cognition itself, which is a unique truth because in the modern age, it is attached by a different
aspect, the coexistence of the role of producer and consumer. With e-learning, the first time in
human history, each of the participants is both producer and consumer of a resource: knowledge.
The modern ICT in distance education is presented as a response to the needs of specialization
and continuously human resource working on all organizational levels (Martins, Goncalve, Santos,
and Pereira, 2012). The use of ICT allows organizations to gain competitive advantages.
Online learning is a form of distance education conducted through the internet by synchronous
or asynchronous communication and ability to use the internet to distribute information fast as
well as make advantage of the interaction it provides to establish communication between people.
According to Gomes (2005) from a technology point of view, e-learning integrated and
supported by the internet publishes services and communication that it provides; and from a
pedagogical point of view it implies the existence of the interactive model between teachers and
students, students and students.

Organizational Support. According to organizational support theory, employees give effort to

achieve organization values when their needs are meted (Eisenberger, Huntington, Hutchinson,
and Sowa, 1986). In addition, need fulfillment of employees brings out a sense of belonging and
commitment (Rhoades and Eisenberger, 2002). Hence, Organizations supply many things such as
tangible benefits, wage, and socio-emotional resource for employees to improve organizational
58 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

performance.
Regarding this study, we need to consider organizational support from human resource
management point of view as well as from education point of view as the fact that education
career contributes to develop human resource and vice versa the human resource specializing in
educational field such as education officials, educators, and technical staff needed to operate
national education. Schools, universities or others of all education unit kinds play a role as
educational organizations are established as a national master plan in order to develop an
education career. Educational organizations are designed and operate as education law and
regulations which are obligations and rights of educational organizations, education activities,
obligations and rights of pedagogues, obligations and rights of learners, organizing and managing
schools/ universities, finance and properties of the schools/ universities, the relationships
between schools, families and society. The Vietnam Communist Party of the schools are in
charge of leading the educational activities within the framework of national legislation and law.
All of the bodies belonging to the schools bear the responsibility of participating in implementing
national education goals.

Institutional Attribute. Institution is usually applied to behavior patterns and customs that is
important in society, as well as formal organizations. As mechanism and structure of social rule,
institution have been object of study in the social science (Durkheim, 1895). Institution have not
been clearly defined yet, however, institutions can be defined as “variously comprised of
cultural-cognitive, normative and regulative elements that, together with associated activities
and resources, provide stability and meaning to social life” (Scott, 2005, p.8). Institutional
scholars mentioned that organizational structure can be strongly affected by institutional
environment than market pressures.

Mediating Variables

Knowledge Management System. The heart of knowledge management (KM) is not just
information and technology, but it involves in human capacity as well. There are two types of
KM, technology-oriented KM and human-oriented KM. Human-oriented KM emphasizes on
human factors. The key of successful KM depends on the good human relationship in the process
of knowledge creation and utilization. Technology-oriented KMS, on the other hand, emphasizes
on the technology factors. The key of the successful KM depends on the good technological
foundation (Kwon, 2014, p. 207). KMS is the system to manage knowledge sharing at
organizational level with the use of information technology. Knowledge sharing and management
The Feasibility and Sustainability of e-Learning Systems in Vietnam 59

is much easier and effective with the help of ICT, especially the development of Internet and
Smart technologies (Kwon, 2014, p. 208).
E-learning should be more than just technology or the content it carries. It should focus on
vital factors which comprise creating learning culture. The development of KM and e-learning
naturally brings two disciplines closer and enhances integration. Together with further
development of online education, this synergistic relationship is increasingly confirmed and
evident for these two disciplines: one deal with having knowledge, sharing, applying and
generating, two have important technological components to improve learning, contribute to
shaping a continuous learning culture (Judrups, 2015). Woelk and Agarwal’s (2002) model helps
to understand the e-learning and KM technology integration abilities with the aim to organize,
deliver, and capture traditional courses and knowledge. KM can be analyzed for understanding the
role of KM life cycle and the knowledge flow in the organization.
In fact, learning is an interaction process between students, teachers and curriculum. Its
effectiveness depends on the close interaction among elements. Both KM and e-learning are
seen as equally important disciplines. KMS in this research is the combination of e-learning and
KM to enhance learning procedure of e-learning and properly aligning these elements.

Participants’ Capacity. E-learning facilitates the education to shift from tutor based training to
learner based training, learners are now the center of teaching and learning process. Therefore, it
is necessary to consider participants’ capacity in e-learning environment; to take part in
e-learning courses learners should have levels of IT ability to follow the courses actively.
Besides, learners need to manage and control their own online study so as to complete the online
courses successfully. To do this, they should be encouraged and have motivation to increase their
participation in e-learning environment. Maurer, Lippstreu, and Judge (2008) found that the
effects of personality, development domain individual factors (goal orientation, learning
orientation, and perceived need) and situational factors (work support) were mediated through
motivational factors (particularly attitudes toward development), which in turn influenced
involvement intention to participate (quoted text from Brown and Charlier, 2013). It is
interesting to note that general mental ability has no impact on developing motivation or intention
of participants, and that only outer variable of motivation factor has independent effect on
activity development is history of the earlier participation. Results from previous studies
revealed that learner motivation is an essential determinant of participation, particularly their
prior participation in development ad their attitude toward development (Maurer, 2002; Maurer
et al., 2008).
Cannon Bowers, Rhodenizer, Salas, and Bowers (1998) developed a theoretical framework
60 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

for conceptualizing conditions of practice for training events, with a particular focus on
pre-training interventions (labeled “pre-practice conditions” in their article). The authors
listed six pre-training interventions within their framework. Meta-cognitive strategies during
the pre-training phase are self-regulatory in nature, and focus on priming trainees to assess
progress and learning strategies prior to a learning event, which in turn helps to orient the learner
as new information is acquired during the learning activity itself (Brown and Charlier, 2013).
To participate especially in online environment, learners must have capacity of controlling
their own learning process and commit with online learning. Giving opportunities for learners
to interact with learning content, share what they have learnt with others, and discover as their
personal hobbies as well as characteristics will improve their motivation to take part in online
learning significantly. This, in turn, will enhance e-learning as well as learner retention and
the rates of online courses completion which make e-education more suitable and
meaningful.

Interaction in e-Learning Environment. E-learning can be characterized by more autonomy of

the learners when pursuing knowledge, in the exercise of contrary and strong interaction,
strengthening with other learners and teachers. This active learning relies on the creation,
communication and participation in communities which is suitable with the current learner
profile; most of whom can use the internet thoroughly and actively participate in social networks.
Siemens (2014) proposes the “Connectivism” as a new theory of learning in the digital age. The
“Connectivisim” has as its main assertion, that knowledge is distributed in a network of
connections and thus learning is the ability to build these networks and circulate in them
(Downes, 2007).
E-learning enables creation of more personalized learning environments and adapt to the style
of each student; it permits the teacher to have at his disposal an array of free tools for
communication and learning support, also promoting the integration of the group in virtual
communities that share the same interests and needs (Coutinho and Junior, 2008). According to
Downes (2006) and Alexander (2006), e-learning sees the web as a space for participation,
sharing and collaboration, an open door to build more open and flexible learning where the learner
builds and rebuilds his own route.
Many online courses use discussion boards, but not all discussion boards are designed equally.
Instructions, threaded discussions based on suitable and prompt questions encourage more
participants than forums with open discussion questions where anything can be discussed but not
those things related to the learning subjects. For each module of an online course, we should find
out two or three items to direct discussion. Making questions on reading, presenting case studies,
The Feasibility and Sustainability of e-Learning Systems in Vietnam 61

having learners do a small project and reporting briefly on their findings are recommended. The
instructor should control discussion to keep learners on the right track of the subjects and
response if possible.
Learners will participate more if they find themselves a part of the community and have a
personal connection with others rather than feel being isolated. One of the ways to promote
communities is to have learners work with collaborative projects. The collaboration between
learners may be more difficult in online courses, but it is not impossible. We should make
learners into small groups for projects and discussions. Learners can also organize group
discussion by themselves through social networks for community building. The 2010 annual
report of the NSSE found that those learners who participate in peer – to – peer learning tend to
participate in other education activities. Small discussions, study groups, presentations, and peer
grading activities both encourage peer – to – peer learning. With the internet, opportunities for
creative expression are limitless. Learners can present their works using blog pots, infographics,
or concept maps, timeline, multimedia presentations and many other tools most of which are free
available in the internet.
These models, both defend the build of learning communities where, by using playful
interaction, participants develop the skills of the alternation of roles between trainee and trainer,
allowing in this way the cognitive development capable of producing knowledge.

Dependent Variables

Learning satisfaction. Satisfaction of the users in computer based information systems is very
important to developers and administrators of these systems because the success of computer
based information systems generally associates with satisfaction of the users. In the case of
information technology systems, satisfaction is an result of a function or an interaction occurring
when the results fit with the expectations of a person, or is a function of how well a product or
even fits his requirement; or solution within an acceptable range (Tessier, Crouch, and Atherton,
1977). User satisfaction can be defined as “output quality, man machine interface, staff and
services, and various user constructs such as feelings of participation and understanding”
(Raymond, 1985, p.38).
In addition, we should discover satisfaction of the users relating socialized interaction with
systems focused on other users like instructors. Some researchers indicated satisfaction in work
regarded entities such as payment, environment, and benefits. Hence, educational organizations
and policy makers should consider faculty satisfaction to succeed in activities and operation as
success in e-learning systems. Bolliger and Wasilik (2009) described the instructors’
62 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

satisfaction under three levels, which are student related, instructor related, and institution
related. In their study, they described that student related satisfaction is affected by faculties’
perception about e-learning system net benefits. The authors also categorized the instructor
related positive satisfaction factors as faculties perception of e-learning as an intellectual
challenge, and an interest in using technology. On the other hand, they indicated that faculties
seeking reliable and stable technologies to perform their tasks and they might dissatisfy when
they cannot perform these tasks because they cannot use it (quoted text from Yengin, Karahoca,
and Karahoca, 2011). Finally, the institution related satisfaction factors are basically focused
around workload, procedures, intellectual property protection policies, rewarding systems, and
policies of the institutions (Bolliger and Wasilik, 2009).

Learning efficiency. The quality framework for online education sets goals of achieving
effectiveness that online learning should be equivalent to or better than others. The principles to
obtain e-learning efficiency are: (1) academic standards for all online programs or courses are
the same as other programs at the institution; (2) online degrees, certificate programs and
courses are coherent and complete; (3) each program or course appropriate to the rigor and
breath of the degree/ certificate awarded; (4) the institution has admission/ acceptance criteria
to assess whether the learner has background knowledge and technical skill required for
undertaking the course program; (5) the institution uses evaluation results for continuous
program improvement; (6) the program/ course provides learners with clear, complete, and
timely information on curriculum course and degree requirements, nature of faculty and learner
interaction, prerequisite technology skills and competencies, availability of academy support
services, technical equipment requirements, financial aid resources, costs and payment policies;
(7) learning in online program/ course is comparable to learning in program/ course offered at the
campus; (8) the course/ program provides interaction between faculty and learners and among
learners that is both qualitative and quantitative sufficient to support course objectives and that
is in accordance with the pedagogy and subject matter of the course; (9) qualified faculty
supervises the online program/ course as other modes of instruction. It is undeniable of the
advantages that e-learning brings up including cost effectiveness, just-in-time delivery,
learner control, self-pace, interactivity, accessibility, customizable content and content
uploaded rapidly. Another potential advantage of e-learning is the flexibility and control
equipped to learners. However, the self-control of the learners does not always bring about
better results. As Kraiger and Jerden (2007) noted in the meta–analysis, allowing learner control
means that learners are free not to use the materials, or use them superficially. Learners may,
for example, open an e-learning resource on their computer, but ignore it while they do other
The Feasibility and Sustainability of e-Learning Systems in Vietnam 63

tasks. Or they may skim information quickly without paying attention to the materials.
Diagnosing learners’ learning styles bases on processing results of entry diagnostics run on
learners. We should not only consider learning process of the learners but also need to evaluate if
their learning styles are effective, suitable and comfortable enough for learners through which
we assure that the entry diagnostics of this learning method is conducted correctly.

Data collection and Research Methods

With a view to achieving the purpose of the study, it is necessary to collect the data from
e-learning performance applied in universities in Vietnam. The primary data were collected
through two types of survey.2 The total sample size is 1022 wherein 200 respondents are
lecturer, technical staff and officials and 822 are students.3 Although we are concerned about the
effective rates for the fact that most of the questions in the survey instrument are 5 point
Likert-scale (i.e., 1= strongly disagree, 2= disagree, 3= neither disagree nor agree, 4= agree,
5= strongly agree), we still have the large sample enough to estimate our empirical model.
In order to verify reliability, consistency analysis and exploratory factor analysis (EFA) was
applied for validation verification. Linear regression was employed to predict the value of one
variable on the basis of other variables. Finally, to analyze causal relationships among variables,
structural equation modeling analysis (SEM) was performed.

Table 1. Survey Respondents

Variable N % Variable N %
Male 445 43.5 18-23 825 80.7
Gender
Female 577 56.5 Age 24-39 158 15.5
Student 825 80.7 40-60 39 3.8
Position
Staff 197 19.3 Total 1022 100.0

Empirical Analysis

Assessment of validity and reliability

In order to bring inter-correlated variables together under one general and underlying
variable, EFA was initiated for all the variables in the research model through three times of
antecedent variables (i.e., technology, organizational support and institutional attribute),
64 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

mediating variables (i.e., KMS and participants’ capacity), and outcome variables (i.e., learning
satisfaction and learning efficiency). Independent variables covering factors of technology (i.e.,
ICT infrastructure and pedagogic technology), organizational support (i.e., political support,
financial support and institutional support), and institutional attribute (i.e., procedural equity
perception indicating legal requirements). It is necessary to test the internal consistency in order
to validate whether or not the set of items measures a single latent construct, thus Cronbach’s
alpha reliability test was executed to the antecedent variables, mediating variable, and outcome
variable. Results provide that there is a corresponding and strong reliability of each variable that
constitutes the model. If the Cronbach’s alpha value is 0.7 ≤ α < 0.9, it denotes internal
consistency (George and Mallery, 2003). For all variables, the reliability analysis in each of the
variables reflected a Cronbach’s alpha value more than 0.77 as below, thus validates the
reliability of the measuring tool.

Table 2. Descriptive Statistics, Cronbach’s alpha, Factors Loadings among Study Variables
Cronbach Factor
Variable N Mean S.D Min Max
’s alpha Loadings
Technology 1,022 4.4 .58 1.8 5.0 .87 .50-.87
Organizational Support 1,022 4.2 .45 2.4 5.0 .79 .46-.77
Institutional Attribute 1,022 4.4 .50 2.3 5.0 .77 .61-.78
KMS 1,022 4.2 .42 2.4 5.0 .88 .55-.71
Participants' Capacity 1,022 4.4 .51 2.0 5.0 .86 .61-.77
Learning Efficiency 1,022 4.2 .46 2.3 5.0 .77 .56-.80
Leaning Satisfaction 1,022 4.3 .53 2.0 5.0 .77 .56-.93

Correlation Analysis

A correlation analysis for the study variables was performed. The results depict that there are
positive and significant correlations between all the pairs of main variables used in this study
(see table 2). All of the correlations were statistically significant at the p < .001 level of
significance, and the strength of these relationships ranged from r = .238 (between
organizational support and institutional attribute) to r = .826 (between technology and
participants’ capacity). Additionally, We checked the Variance Inflation Factor (VIF) values, to
examine whether a multicollinearity issue is present. We confirmed that VIF values are below 10.
The Feasibility and Sustainability of e-Learning Systems in Vietnam 65

Table 3. Results of Correlation Analysis

1 2 3 4 5 6 7
1. Technology 1
2. Organizational Support .455*** 1
3. Institutional Attribute .309*** .238*** 1
4. KMS .430*** .768*** .373*** 1
5. Participants' Capacity .826*** .492*** .427*** .437*** 1
6. Learning Efficiency .485*** .682*** .475*** .693*** .480*** 1
7. Leaning Satisfaction .672*** .574*** .429*** .544*** .672*** .574*** 1
*p<0.05, **p<0.01, ***p<0.001

Structural Equation Model (SEM)

In this research, a structural equation model analysis was performed to verify the fitness of
the study model. The maximum-likelihood estimation (MLE) was enforced to estimate and
determine the parameters of the model. Results of the model fit index show the comparative
fit index (CFI) is 0.91, normed-fit index (NFI) is 0.89, reporting fit index (RFI) is 0.87, root
mean square error of approximation (RMSEA) is 0.58, the turker-lewis index (TLI) is 0.90,
adjusted goodness of fit index (AGFI) is 0.87, and standardized root mean square residual
(SRMR) is 0.21; thus the model fit was confirmed.

Figure 3. Results of Structural Equation Model

*p<0.05, **p<0.01, ***p<0.001

66 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

Table 4. Overall Fit Indexes of the Structural Equation Model (SEM)

Model GFI AGFI SRMR RFI NFI TLI CFI RMSEA
Suggested Cut-off Values >.90 >.90 <.05 >.90 >.90 >.90 >.90 <.08
Model .90 .87 .021 .87 .89 .90 .91 .058

The path coefficients show that technology negatively affects KMS by -.094 (C.R.=
-4.569***), but positively affects participants’ capacity by .906 (C.R.= 23.421***) and
positively affects KMS x participants’ capacity by .792 (C.R.= 31.991***); organizational
support positively affects KMS by .892 (C.R.= 17.584***), but negatively affects participants’
capacity by -.061 (C.R.= -2.033*), and negatively affects KMS x participants’ capacity by
-.086 (C.R.= -3.482***); institutional attribute positively affects KMS by .097 (C.R.=
3.881***), participants’ capacity by .266 (C.R.= 8.269***), and positively affects KMS x
participants’ capacity by .294 (C.R.= 11.155***); KMS positively affects learning efficiency by
.951 (C.R.= 17.470***), and learning satisfaction by .490 (C.R.= 11.523***); participants’
capacity positively affects learning satisfaction by .103 (C.R.= 2.058*), and learning efficiency
by .038 (C.R.= .827). Lastly, when KMS and participants’ capacity merged with each other to
formulate fully e-learning environment, the results show that KMS x participants’ capacity
positively affects learning efficiency by .144 (C.R.= 2.249*); and positively affects learning
satisfaction by .546 (C.R.= 8.442***).

Table 5. Results of Structural Equation Model (SEM)

Independent and Dependent Variables Direction Estimate S.E C.R.
Technology → KMS - -.094 .021 -4.569***
Technology → Participants’ Capacity + .906 .039 23.421***
Technology → KMS x participants’ capacity + .792 .025 31.991***
Organizational Support → KMS + .892 .051 17.584***
Organizational Support → Participants’ Capacity - -.061 .030 -2.033*
Organizational Support → KMS x participants’ capacity - -.086 .025 -3.482***
Institutional Attribute → KMS + .097 .025 3.881***
Institutional Attribute → Participants’ Capacity + .266 .032 8.269***
Institutional Attribute → KMS x participants’ capacity + .294 .026 11.155***
KMS → Learning Efficiency + .951 .054 17.470***
KMS → Learning Satisfaction + .490 .043 11.523***
Participants’ Capacity → Learning Satisfaction + .103 .050 2.058*
Participants’ Capacity → Learning Efficiency + .038 .046 .827
KMS x participants’ capacity → Learning Efficiency + .144 .059 2.429*
KMS x participants’ capacity → Learning Satisfaction + .546 .065 8.442***
*p<0.05, **p<0.01, ***p<0.001
The Feasibility and Sustainability of e-Learning Systems in Vietnam 67

Bootstrapping Mediation Analysis

In order to assess whether KMS (i.e., course operation and management, learning content,
learning interaction and technical support) and participants’ capacity mediated the effects of
technology (i.e., ICT infrastructure and pedagogic technology), and organizational support
(i.e., political support, financial support and institutional support), and institutional attribute
(i.e., procedural equity perception indicating legal requirements) on learning efficiency and
learning satisfaction, multiple regression analysis was conducted to estimate each component
of the proposed mediation model. In this analysis, the bootstrapping method with bias
corrected confidence estimates was employed, utilized 5000 bootstrap samples based, and
applied 95% level of confidence for all confidence intervals in output.
The results of the mediation analyses confirmed the mediating role of KMS on the relation
between learning satisfaction and the following antecedent variables: technology (ß=.030,
CI=.030 to .040; partial mediation); organizational support (ß=.34, CI=.29 to .39; partial
mediation); and institutional attribute (ß=.33, CI=.28 to .38; partial mediation). The analysis
also confirmed the mediating role of participants’ capacity on the relation of learning
satisfaction and technology (ß=.28, CI=.21 to .36; partial mediation); organizational support
(ß=.30, CI=.26 to .35; partial mediation); and institutional attribute (ß=.28, CI=.22 to .33;
partial mediation). Moreover, the result of the analysis shows that KMS mediates the
relationship of learning efficiency and technology (ß=.18, CI=.11 to .26; partial mediation);
organizational support (ß=.09, CI=.07 to .13; partial mediation); and institutional attribute
(ß=.15, CI=.12 to .19; partial mediation). In the same way, the analysis results indicate that
participants’ capacity mediates the relationship of learning efficiency and technology (ß=.17,
CI=.09 to .23; partial mediation); organizational support (ß=.09, CI=.07 to .13; partial
mediation); and institutional attribute (ß=.14, CI=.10 to .17; partial mediation). In addition,
the analysis reveals that KMS and participants’ capacity when inter-connected with each
other also play a role of mediation between learning satisfaction and technology (ß=.38,
CI=.30 to .45; partial mediation); organizational support (ß=.35, CI=.29 to .40; partial
mediation); and institutional attribute (ß=.32, CI=.27 to .38; partial mediation); and between
learning efficiency and technology (ß=.21, CI=.13 to .30; partial mediation); organizational
support (ß=.11, CI=.08 to .14; partial mediation); and institutional attribute (ß=.16, CI=.12 to
.19; partial mediation).
68 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

Table 6. Verification of Mediating Effects (Bootstrapping Analysis)

Path BootLLCI- p-v
β
X Mediator Y BootULCI alue

Technology → KMS → Learning Satisfaction .03 .03 to .04 .000

Organizational Support → KMS → Learning Satisfaction .34 .29 to .39 .000
Institutional Attribute → KMS → Learning Satisfaction .33 .28 to .38 .000
Technology → Participants’ Capacity → Learning Satisfaction .28 .21 to .36 .000
Organizational Support → Participants’ Capacity → Learning Satisfaction .30 .26 to .35 .000
Institutional Attribute → Participants’ Capacity → Learning Satisfaction .28 .22 to .33 .000
Technology → KMS → Learning Efficiency .18 .11 to .26 .000
Organizational Support → KMS → Learning Efficiency .09 .07 to .13 .000
Institutional Attribute → KMS → Learning Efficiency .15 .12 to .19 .000
Technology → Participants’ Capacity → Learning Efficiency .17 .09 to .23 .000
Organizational Support → Participants’ Capacity → Learning Efficiency .09 .07 to .13 .000
Institutional Attribute → Participants’ Capacity → Learning Efficiency .14 .10 to .17 .000
Technology → KMS x participants’ capacity → Learning Satisfaction .38 .30 to .45 .000
Organizational Support → KMS x participants’ capacity → Learning Satisfaction .35 .29 to .40 .000
Institutional Attribute → KMS x participants’ capacity → Learning Satisfaction .32 .27 to .38 .000
Technology → KMS x participants’ capacity → Learning Efficiency .21 .13 to .30 .000
Organizational Support → KMS x participants’ capacity → Learning Efficiency .11 .08 to .14 .000
Institutional Attribute → KMS x participants’ capacity → Learning Efficiency .16 .12 to .19 .000

DISCUSSION AND CONCLUSION

Discussion

The constant government support on innovation on education helped the propagation of

e-learning in Vietnam. The subjects taught in e-learning method are various from natural
science to social science and foreign languages. Due to e-learning system that develops the
education system, almost all of universities and colleges in Vietnam have e-library, electronic
student management system or online course registration, etc. In addition, universities and
colleges in Vietnam are gradually changing accreditation system from annual credit unit to
modular credit unit to keep pace with global standardization of universities in the world.
E-learning systems not only help students share their concerns and updating events but also
The Feasibility and Sustainability of e-Learning Systems in Vietnam 69

focus on staff organizing training programs to improve their knowledge and skills. E-learning
courses have attracted the participation of many officials and administrative centers, which is
considered a positive signal for national education when its capacities increase. On the other
hand, this model of education has initiated worries about the quality of e-education which include
the questions of whether e-learning systems are completed or not; whether the student support
of learning in cyber space is of the same interaction as traditional face to face classroom;
whether instructors/ lecturers have suitable capacity and know how to work with new teaching
condition. These make people feel insecure of e-learning students’ competence. All of those
inevitable obstacles challenge such a country that e-learning is still in its infancy as Vietnam and
the study of the feasibility and sustainability of e-learning systems in Vietnam has its obvious
value.
The finding results of this research show that technology representing for ICT infrastructure
and pedagogic technology has negatively significant effect on KMS but has positively
significant effect on participants’ capacity as well as the interaction between KMS and
participants’ capacity; KMS and participants’ capacity are supposed to constitute e-learning
environment. This can be explained that KMS itself employing course operation and
management, learning content, learning interaction and technical support comprises latent
technology and technology is a must-have in KMS; thus the antecedent technology here seems
redundant for KMS. However, technology naturally affects participants’ capacity as the
participants in e-learning environment dependent on technology to use and follow online
course. Second, organizational support constituted by political support, financial support and
institutional support is a necessary factor to facilitate e-learning environment which has both
significant effect on KMS and participants’ capacity. However, participants’ capacity and the
interaction of KMS and CAP bear no direct influence of organizational support. The third
antecedent institutional attribute indicating legal requirements also have impact on KMS and
participants’ capacity which means e-learning systems should be operated within law and
regulation of Vietnam education system. As the last products and also being the decisive factors
for the existence of e-learning systems or not, the outcomes learning satisfaction and learning
efficiency are affected by KMS and participants’ capacity.
These above elements together with the comments and evaluations as the results of the
in-depth survey answer the research questions (1) what conditions facilitate e-learning
environment in Vietnam? That is the very antecedent variables of technology (i.e., ICT
infrastructure, pedagogic technology), organizational support (i.e., political support, financial
support, and institutional support), and institutional attribute (i.e., legal requirements). (2) How
is the interaction between e-learning and participants? What are the outcomes and how to
70 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

evaluate? As from the survey results, 80.23% of the students use internet and computer
frequently for academic assignments and personal works; 64% study online for 1 – 4 hours per
day and feel satisfied with the courses in terms of the course quality and benefit they gain from
it; 73% stated that flexibility is the strongest advantage of e-learning and e-learning brings
about cost effectiveness and time saving. (3) How is the transformation process of higher
education in the current digital era in Vietnam? For universities and colleges e-learning makes
use of existing infrastructure; the implementation of e-learning will create incentives to enhance
ICT which is vital for modernization and standardization of education. Government should invest
on ICT, modern devices and software for e-learning systems; in the mean times constantly
improve electronic infrastructure and services resulting in an intelligent online-based education.
With the accelerating internet subscribers and smart device users in Vietnam e-learning is a
necessary transformation progress in national developing strategies. (4) How to realize the
feasibility and sustainability of e-education in Vietnam successfully? All of the three questions
and answers above account for parts of solution for this question. Besides, the general
characteristics of e-learning can be considered a “pull” to learners when using e-learning
resources while the desire of changing relates to a “push” aiming at changing intended actions.
Assuring e-learning quality and effectiveness creating learning satisfaction will bring benefits
for students and universities on reputation and training quality as well as sustain an e-education
in Vietnam.

CONCLUSION

Vietnam is politically stable, gradually developing in socio-economic together with strategies

and planning of developing human resources which are basic antecedents to reform Vietnam
education comprehensively. The entire society especially takes care of developing education and
training as well as international integration. The science and technology revolution with the
emergence of ICT has changed deeply every aspect of social life making good way to transform
education. While the progress of vertically and horizontally international integration has given a
good chance for Vietnam to get access to the latest trends, intelligence, modern models of
education and management and take advantage of foreign support to boost up education. In such
tendency, e-learning is a trendy kind of training based on ICT. With the current advancement of
technologies, e-learning has become a more and more favorite type of learning and teaching
method due to its flexibility and convenience of time and space. This model of education helps to
solve many difficulties while learners can learn anywhere, anytime like at work, at home or at
The Feasibility and Sustainability of e-Learning Systems in Vietnam 71

any comfortable place and are able to learn many times, which outweigh traditional learning
method. In the USA, there have been millions of high school students enrolling in online courses.
E-learning is not a spontaneous movement anymore; American education managers have issued
regulation that each of the high school students must have mandatory online subjects before
graduation. This is a preparation towards equipping students with necessary skills for ongoing
education at universities and adapt to the 21st century work place. In South Korea, the
government considered e-learning a tool to reduce tuition fees for examination training through
which it contributes to education equity. Along, a television channel for schooling was opened
with its website to provide free learning materials which attracted a great number of students.
Some Korean educators said that e-learning has brought about more opportunities and equity for
education because many poor students now can attend the courses by the best pedagogues with
much lower cost than common training classes. One optimized feature of e-learning is training
1-on-1, one of the important tools implemented in internet technology. With this tool, each of
the students is managed and interacts with one form teacher to observe and follow up to the best
extent of learning procedure of each learner. Learners are evaluated closely and accurately on
their performance and learning results. Cyber teachers play a crucial role in supervising and
evaluating learners. They are the ones who master learning progress of each learner and capable
of giving essential solutions to overcome and improve teaching and learning quality. The
government of Singapore encouraged e-learning centers to collaborate with each other in order
to establish a sharing data of teaching and learning materials. Users then can download unlimited
materials as well as test bank of well-known teachers. E-learning environment allows
modulating the lectures displaying visually so that learners are easier to absorb the knowledge
transferred and increase their excitement in learning. Besides, learners actively control the
online courses to suit their convenience. Having achieved the advantage of e-learning, the
society should gain better human capacity itself and surely human capital can be maximized. For
all of the above benefits that e-learning brings out undeniably, this research will contribute an
important part in the feasibility and sustainability of e-learning systems in Vietnam. Policy
makers can base on the research empirical findings showing in earlier part to have a more
suitable and effective policies of reforming education in Vietnam as well as transform education
especially higher education in the era of ICT and digital revolution.

Limitations and future research

This research is believed to give a better and clearer picture about how to improve e-learning
systems in Vietnam. It can be seen from the research findings that the majority of learners and
72 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

teachers wish to apply multimedia to the teaching and learning process. Hence, they feel satisfied
with the new method of teaching and learning. Thenceforward, their teaching and learning results
prove effectiveness and certain achievements. Nonetheless, e-education cannot replace face to
face learning totally; rather than that, online learning should be a supplement and an improving
tool for all types of learning such as smart primary school, late learning, lifelong learning, etc.
Thence, blend learning should be applied in Vietnam education reform.
However thorough analyzing the issue this study carried out, the research has its limitations.
As mentioned above, due to high cost and limited time, the data collected mostly from
universities in the north of Vietnam. Second, because of characteristics of e-learning
environment which require mature students with self-management and motivation, this research
aims at higher education. Therefore, further study on secondary and primary education should be
conducted to give a complete perspective of e-education in Vietnam. Third, it is undeniable of
many benefits e-learning brings about to the education; notwithstanding, in detail of some
aspect, e-learning cannot replace traditional face to face learning totally for such subjects
requiring practical skills training. For this point, it is recommended to do further research for a
comprehensive vision of e-education.

NOTE

[1] This research article is an abridged and developed version from the master's thesis of Hoa
in fulfillment of her Master's Degree in Public Administration (e-Government & e-Policy)
in the Graduate School of Governance, Sungkyunkwan, University.
[2] The first type of survey was on students of social, technical and economic universities and
colleges nationwide. Through the first type, we got the data on student satisfaction,
learning effectiveness, cost effectiveness and time saving in surveyed outcomes from
interaction in e-learning environment. Conducting a survey with lecturers and deans or
vice deans of faculties, directors or vice directors, heads or deputy heads of institutional
departments is also important for the study because the learning content plays a critical
role in transferring knowledge appropriately when applying e-learning mode as well as
they are decision makers of applying e-learning or keeping traditional face to face lecture.
We also conduct survey on officials and technical staff of educational organizations under
recognition that they have the best information on the whole process of e-learning
implementation from the beginning to the end of an e-learning course.
[3] The goal of our study is evaluating the outcomes of the interaction between e-learning
and participants, which have influence on the feasibility and sustainability of e-learning in
Vietnam. We chose four universities standing for field of social science, technique, and
The Feasibility and Sustainability of e-Learning Systems in Vietnam 73

economics which are Hanoi University of Science and Technology (HUST), National
Economics University (NEU), Hanoi Open University (HOU), University of Transport and
Communications (UTC). We use stratified sampling method to collect the data. The objects
within the four universities above surveyed were chosen randomly from different faculties,
and four-digit numbers were used in consistence with each university to avoid university
mix when combining the results.

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76 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

Appendix. Summary of responses of the in-depth survey on building

and developing e-learning

■ Respondent
55 respondents are deans, vice deans, directors, vice directors, heads, deputy heads of all
the departments, faculties, schools with education levels of doctorates, associate professors
and professors. Their ages range from 35 to 55 years.

■ Comments, evaluation on e-learning

Strongly agree Agree Disagree Strongly disagree

I agree that we should combine online

24 22 2 5
learning with traditional learning.
We should have training courses for lecturers
27 19 4 3
and students prior online courses.

I will introduce online courses to my students

21 24 4 4
and co-workers.

■ How is e-learning known and the way to be accessed?

▪ Do not know about e-learning: 4 respondents
▪ Know about e-learning but decide not to apply for teaching and learning: 5 respondents
▪ Know about e-learning but have not applied for teaching and learning: 36 respondents
▪ Know about e-learning and have applied e-learning for teaching and learning: 11
respondents

■ Do you wish to apply e-learning for teaching and learning?

Yes: 53 respondents
▪ Support lecturers and students: 36 respondents
▪ Let e-learning self-develop among students: 0 respondent
▪ Testing for specific subjects first: 42 respondents
▪ Let e-learning infringe freely: 5 respondents
▪ Others: 1 respondent

■ Discussions
Most of the respondents discussed about the following issues which are supposed to be the
most important things needed to be addressed to develop and expand e-learning successfully:
The Feasibility and Sustainability of e-Learning Systems in Vietnam 77

▪ Policies and road map to develop e-learning

▪ More guideline for lecturers and students to use e-learning
▪ Applying e-learning for theoretical subjects and general subjects
▪ Building principles and regulations for online learning
▪ Infrastructure and facilities to implement e-learning and blend learning
▪ Training how to optimize e-learning for lecturers
▪ Disseminate e-learning and gradually integrate e-learning into traditional learning
▪ E-learning is preferred for graduate students, continuous training and international
training
▪ Building more labs, e-library, expanding e-learning to other majors rather than ICT,
introducing LMS to the whole students and lecturers
▪ There should be multi-media room to support the students.
▪ Methods of evaluating the quality of online teaching and learning
▪ Building criteria system for e-learning relevant to traditional training

Nguyen Thi Thanh Hoa is a public official in Bach Khoa Network Information Center at Hanoi
University of Science and Technology. She has worked at German Charmber of Industry and
Commerce and did a research named "Some comparisions of Vietnamese and German culture".
Her interests are public management, HRD & HRM, human resource information systems,
organizational behavior, e-government & e-policy (hoa.nguyenthithanh@hust.edu.vn/
nguyenhoa237@gmail.com).

Kyoung Ryoul Min is researcher of research center for Public Human Resource Development
in Department of Public Administration & Graduate School of Governance at SungKyunKwan
University. He received a master degree from the Department of Public Administration &
Graduate School of Governance at SungKyunKwan University. His primary research interests
are public HRD & HRM and organizational behavior (luls@hanmail.net).

Sung Min Park is an associate professor in the Department of Public Administration &
Graduate School of Governance at Sungkyunkwan University. He received a Ph.D. degree from
the Department of Public Administration, University of Georgia. He has worked as an assistant
professor at the Greenspun School of Environmental and Public Affairs, University of Nevada,
Las Vegas. His primary research interests are public management, public human resources
78 Nguyen Thi Thanh Hoa, Kyoung Ryoul Min & Sung Min Park

management, IT management, human resource information systems, human resource

development, organizational behavior, and quantitative research methods. His works appear
in Public Personnel Management, American Review of Public Administration, Review of Public
Personnel Administration, International Public Management Journal, Public Personnel
Management, International Review of Administrative Sciences, Public Management Review,
Public Money & Management, International Journal of Human Resource Management,
Personnel Review, and International Review of Public Administration (sm28386@gmail.com).

Received: December 5, 2015

Accepted with one revision: December 29, 2015