ENHANCING LEARNERS’ SATISFACTION TO IMPROVE RETENTION IN ONLINE CLASSES: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM

Authors

  • Luu Nguyen Quoc Hung Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejoe.v6i2.3936

Keywords:

online learning, retention, satisfaction, strategies

Abstract

Online learning has experienced rapid growth recently, particularly due to many schools’ closures because of the Covid-19 pandemic. As online learning is growing, institutions have become more interested in knowing what factors influence learners’ satisfaction in online learning environments. This becomes more important for them when the results of studies show lower retention in online courses than in face-to-face traditional courses. Although there is surprisingly little research empirically linking student satisfaction to retention, it is generally believed that there is indeed a positive relationship between the two. The current study was undertaken with 164 online learners at a center of foreign languages in Vietnam. An online survey was administered to assess the participants’ level of satisfaction with their online learning through the four main areas or groups of factors such as course content, teachers, online learning facilities and online learning support. The results revealed that the four groups are significantly associated with learners’ overall satisfaction with online learning, and there is positive retention rate during the program.

Author Biography

  • Luu Nguyen Quoc Hung, Can Tho University, Vietnam
    Luu Nguyen Quoc Hung is an English lecturer at Can Tho University. He has been teaching English for 29 years, and currently a director of the Center for Foreign Languages, Can Tho University in Vietnam. He holds a BA in TESOL from Can Tho University, an MEd in Educational Leadership and Management from RMIT International University, Vietnam, and a PhD in Education from the University of Wollongong, Australia. His research interests focus on academic performance appraisal and quality assurance in higher education, social-cognitive theory in teaching and learning, and pedagogy of teaching English for young learners, and teaching English skills: listening, speaking, reading and writing.

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Published

2021-09-15

Issue

Vol. 6 No. 2 (2021)

Section

Articles

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