Investigating the e-learning choice under the learners’ perspective using demand driven learning model: insights from Vietnam

• Published in: Scientific reports 2024-11, Vol.14 (1), p.27437-13, Article 27437
• Main Authors: Nguyen, Phong Thanh, Nguyen, Quyen Le Hoang Thuy To, Nguyen, Luan Thanh, Huynh, Vy Dang Bich
• Format: Article
• Language: English
• Subjects: 639/166; 639/705; Choice Behavior; Choice learning; Colleges & universities; Demand-driven learning model; Development policy; E-learning choice; Education; Education, Distance - methods; Higher education; Higher education institutions; Humanities and Social Sciences; Humans; Learners’ perspectives; Learning; Male; Models, Educational; multidisciplinary; Online instruction; Science; Science (multidisciplinary); Students - psychology; Universities; Vietnam
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-024-78488-y

Over the past four decades, e-learning has experienced rapid global growth, revolutionizing higher education. In Vietnam, universities have increasingly turned their attention and resources toward e-learning development, adapting to specific contexts and needs. This study investigates the drivers of e-learning choice within the framework of the demand-driven learning model (DDLM), with a primary focus on three core factors: quality content, delivery, and service. Employing a quantitative approach and the PLS-SEM technique, this research uncovers significant findings. The results of the study highlight the pivotal role of quality content, which exerts the most potent influence on e-learning choice, evidenced by a robust path coefficient of 0.400. Service and delivery, with direct path coefficients of 0.183 and 0.173, respectively, also play substantial roles in shaping e-learning decisions. Moreover, mediate role of delivery in the the e-learning choice model has been confirmed. Quality content leads to delivery, and delivery, in turn, leads to e-learning choice. Similar pathway has been found with service. A higher level of service increases delivery, which positively impacts on e-learning choice. These findings hold critical implications for the formulation of e-learning development policies in Vietnam’s higher education institutions. Universities should prioritize the continuous development of high-quality, engaging, and up-to-date educational content that aligns with industry needs and student interests. Additionally, emphasis should be placed on providing a supportive e-learning experience, characterized by responsive customer service, accessible technical support, and efficient issue resolution mechanisms. Moreover, universities should consider the implementation of user-friendly and interactive content delivery platforms and methods that actively engage learners. In essence, this research serves as a guide for universities in Vietnam, enabling them to enhance their e-learning offerings by ensuring the content quality, support services, and delivery methods, ultimately fostering a dynamic and accessible learning environment that meets the evolving needs of their students and the demands of the modern educational landscape.