Investigating Critical Factors of Online Teaching Quality for Economics Students: An Empirical Study in Vietnam

Bui Huy  Nhuong; Do Anh  Duc; Ta Van  Loi; Le Thi Anh  Van; Le Anh  Duc; Ha Dieu  Linh; Nguyen Hai  Duong

doi:10.36941/jesr-2022-0110

Authors

Bui Huy Nhuong Associate Professor, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam
Do Anh Duc Associate Professor, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam
Ta Van Loi Associate Professor, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam
Le Thi Anh Van Associate Professor, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam
Le Anh Duc Doctor, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam
Ha Dieu Linh Ph.D. Candidate, Trade Union University, 169 P. Tây Sơn, Quang Trung, Đống Đa, Hà Nội, Vietnam
Nguyen Hai Duong Master, National Economics University, 207 Giải Phóng, Đồng Tâm, Hai Bà Trưng, Hà Nội, Vietnam

DOI:

https://doi.org/10.36941/jesr-2022-0110

Keywords:

Online teaching, PLS SEM, students

Abstract

The study aims to investigate the critical factors that could significantlt impact in the online teaching quality for economics students in Vietnam by employ the PLS-SEM. Four critical factors in a new construct to study online teaching quality for economics students are proposed including characteristics of students, online teaching technology, characteristics of lecturers, online course content. Based on a survey of 705 students in four economics universities in Vietnam, the Structural Equation Modeling was carried out to study the reationship between latent variables based on the scale of psychological properties that measured the dimesions of online teaching quality. The relationship between latent variables is done through the Structural Equation Modeling. The research applied both SPSS 26.0 and PLS-SEM 3.0 software, in order to analyze and verify the gathered data, then proposed a hypothesis model. The results reveal that all proposed factors are positively related to the online teaching quality, in which online course content has the most impact on teaching online quality, followed by characteristics of lecturers, characteristics of students, and finally, online teaching technology. The results of the relationship between critical factors and online teaching quality has been verified and supported. The findings will be an important indication for university managers and researchers when improving the quality of online teaching in Vietnam based on student priorities.

Received: 25 March 2022 / Accepted: 25 June 2022 / Published: 5 July 2022