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THE STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF BANKING PHÙNG NGỌC VÂN ANH FACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY MASTER THESIS Major: Business Administration Code: 8 34 01 01 Ho Chi Minh City - 2024
”THE STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF BANKING PHÙNG NGỌC VÂN ANH FACTORS INFLUENCING STUDENTS’ BLENDED LEARNING ADOPTION: A CASE STUDY OF WESTERN SYDNEY INTERNATIONAL PARTNERSHIP PROGRAM AT UEH-ISB IN HO CHI MINH CITY MASTER THESIS Major: Business Administration Code: 8 34 01 01 ADVISOR: ASSOC. PROF. PHD. TRẦN VĂN ĐẠT Ho Chi Minh City - 2024
i DECLARATION My name is Phùng Ngọc Vân Anh, a master’s student majoring in Business Administration at Ho Chi Minh University of Banking. I hereby declare that the thesis entitled “Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City” is the result of my own work based on research and synthesis, conducted under the supervision of Assoc. Prof. PhD. Trần Văn Đạt from the Department of Business Administration. Except for the reference materials cited in this thesis, I declare that the full content of the thesis has not been published or used for any other degree. The survey information and data I have used in this research are completely truthful and have a clear origin. However, given the possibility of some shortcomings during the research process, I look forward to receiving comments from the thesis committee to further improve my thesis. Ho Chi Minh City, August 2024 Student Phùng Ngọc Vân Anh
ii ACKNOWLEDGEMENT First and foremost, I would like to express my sincere gratitude to the Lecturers of Ho Chi Minh City University of Banking, who have imparted to me invaluable knowledge in the field of business administration and shared with me their precious experiences, allowing me to enhance my understanding in the business field and apply the knowledge in practice to complete this thesis. I would like to extend my heartfelt thanks to my thesis advisor - Assoc. Prof. PhD. Trần Văn Đạt - for his dedicated guidance, detailed feedback, and unwavering support in helping me overcome the difficulties and complete my master’s thesis with the best effort. I am also grateful to the homeroom teacher of class CH8QTKD - Mr. Cao Ngọc Văn - for his enthusiastic assistance in communicating and providing me with important information throughout the process of completing this thesis. I would like to thank the School management, the staff, the instructors and the students from Western Sydney international partnership program at UEH-ISB for their invaluable support and assistance throughout the data collection process for this thesis. Finally, I extend my deepest appreciation to my family and friends for their wholehearted support and encouragement during my academic journey and the completion of this thesis. Ho Chi Minh City, August 2024 Student Phùng Ngọc Vân Anh
iii ABSTRACT Title: Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City. Abstract: In Vietnam, institutions are adopting digital technologies for management and teaching. Blended learning, which combines e-learning and in- person sessions, has been a priority in recent years. The necessary conditions for successful blended learning adoption still require further investigation in the coming time, so that the blended model can contribute to improving education and training effectiveness in the context of digital transformation. The research purpose is to determine factors influencing students’ blended learning adoption at Western Sydney (WSU) international partnership program at UEH-ISB in Ho Chi Minh City. The research employs both qualitative and quantitative methods. An online survey using Google Forms was conducted with the participation of 400 undergraduate students at WSU program. The collected data after screening and cleaning were analyzed using SPSS 26.0. Data analysis methods include descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA. The data analysis results on 384 valid responses indicate that all eight independent variables (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, self efficacy, instructor characteristics, course flexibility) have a positive influence on students’ blended learning adoption. Based on these findings, the author proposes implications for the school management to develop strategies that enhance the quality of the blended learning model, ultimately improving students’ performance, commitment, and satisfaction within a blended learning environment. This research is expected to serve as a reference for related studies in the future while acknowledging certain limitations and providing recommendations for further improvement. Keywords: Blended learning, adoption, international partnership program, Western Sydney.
iv LIST OF ABBREVIATIONS Abbreviation Term in English Term in Vietnamese ANOVA Analysis of Variance Phân tích phương sai Association to Advance Hiệp hội Phát triển giảng dạy AACSB Collegiate Schools of Business doanh thương bậc Đại học BLAC Blended Learning Acceptance Sự đồng ý học tập kết hợp BI Behavioural Intention Ý định hành vi BL Blended Learning Học tập kết hợp BLA Blended Learning Adoption Sự chấp nhận học tập kết hợp CF Course Flexibility Tính linh hoạt của khóa học CFA Confirmatory Factor Analysis Phân tích nhân tố khẳng định COMF Comfortability Sự thoải mái COMT Commitment Sự cam kết COVID-19 Corona Virus Disease 2019 Dịch vi-rút corona 2019 College and University Kiểm định môi trường lớp CUCEI Classroom Environment học đại học và cao đẳng Inventory CoI Community of Inquiry Cộng đồng tìm hiểu CSE Computer Self Efficacy Hiệu quả của máy tính CQ Course Quality Chất lượng khóa học CE Computer Experience Kinh nghiệm máy tính EE Effort Expectancy Kỳ vọng nỗ lực EFA Exploratory Factor Analysis Phân tích nhân tố khám phá Eil Empowerment in Learning Trao quyền trong học tập FC Facilitating Conditions Điều kiện thuận lợi HE Higher Education Giáo dục đại học HM Hedonic Motivation Động lực thụ hưởng HT Habit Thói quen Information and Communication Công nghệ thông tin và ICT Technology truyền thông ICQ Instructor Quality Chất lượng giảng viên IQ Information Quality Chất lượng thông tin IS Information System Hệ thống thông tin ISB International School of Business Viện Đào tạo Quốc tế IC Instructor Characteristics Đặc điểm của giảng viên IT Information Technology Công nghệ thông tin
v Abbreviation Term in English Term in Vietnamese International English Language Hệ thống Kiểm tra Anh ngữ IELTS Testing System Quốc tế Kiểm định Kaiser – Meyer – KMO Kaiser-Meyer-Olkin Test Olkin LS Learner Satisfaction Sự hài lòng của người học LA Learning Attitudes Thái độ học tập LAD Learners’ Adoption Sự chấp nhận của người học LMS Learning Management Systems Hệ thống quản lý học tập LV Learning Value Giá trị học tập Khóa học trực tuyến đại MOOCs Massive Open Online Courses chúng mở Organisation for Economic Tổ chức Hợp tác và Phát OECD Co-operation and Development triển Kinh tế OLV Online Learning Value Giá trị học tập trực tuyến OLA Online Learning Acceptance Chấp nhận học trực tuyến Online Experience Learning Hình thức học trải nghiệm OELM Modality trực tuyến PI Personal Innovativeness Sự đổi mới cá nhân PBC Perceived Behavioral Control Nhận thức kiểm soát hành vi PE Performance Expectancy Kỳ vọng hiệu quả Partial Least Squares-Structural Mô hình cấu trúc bình PLS-SEM Equation Modelling phương nhỏ nhất từng phần PEU Perceived Ease of Use Nhận thức tính dễ sử dụng PU Perceived Usefulness Nhận thức tính hữu ích PV Price Value Giá trị giá cả Q&A Questions and Answers Hỏi và đáp SCT Social Cognitive Theory Lý thuyết nhận thức xã hội SI Social Influence Ảnh hưởng xã hội Statistical Package for the Social Phần mềm thống kê khoa SPSS Sciences học xã hội Niềm tin vào năng lực bản SE Self Efficacy thân SS Student Satisfaction Sự hài lòng của sinh viên SF System Functionality Chức năng hệ thống SIT System Interactivity Tương tác hệ thống SN Subjective Norms Chuẩn mực chủ quan SQ System Quality Chất lượng hệ thống
vi Abbreviation Term in English Term in Vietnamese SA Student Acceptance Sự chấp nhận của sinh viên SVQ Service Quality Chất lượng phục vụ TE Technology Experience Trải nghiệm công nghệ Niềm tin vào năng lực giáo TEF Teacher Efficacy viên Mô hình chấp nhận công TAM Technology Acceptance Model nghệ Lý thuyết hành vi có kế TPB Theory of Planned Behavior hoạch TR Trust Niềm tin TRA Theory of Reasoned Action Lý thuyết hành động hợp lý TA Teachers’ Acceptance Sự chấp nhận của giáo viên UA User Acceptance Sự chấp nhận của người dùng University of Economics Ho Chi Đại học Kinh tế Thành phố UEH Minh City Hồ Chí Minh United Nations Educational, Tổ chức Giáo dục, Khoa học UNESCO Scientific and Cultural và Văn hóa Liên Hợp Quốc Organization Trải nghiệm trực tuyến phổ UOX Ubiquitous online experience biến US United States Hoa Kỳ Unified Theory of Acceptance Lý thuyết thống nhất về chấp UTAUT and Use of Technology nhận và sử dụng công nghệ UUM Universiti Utara Malaysia Đại học Utara Malaysia USS User Satisfaction Sự hài lòng của người dùng UE Use Expectancy Kỳ vọng sử dụng WSU Western Sydney University Đại học Western Sydney
vii LIST OF CONTENT DECLARATION.......................................................................................................i ACKNOWLEDGEMENT.......................................................................................ii ABSTRACT ............................................................................................................ iii LIST OF ABBREVIATIONS.................................................................................iv LIST OF CONTENT..............................................................................................vii LIST OF TABLES....................................................................................................x LIST OF FIGURES.................................................................................................xi CHAPTER 1. INTRODUCTION.........................................................................1 1.1. Research problem statement...............................................................................1 1.2. Research objectives.............................................................................................3 1.2.1. General objective.............................................................................................3 1.2.2. Specific objectives...........................................................................................3 1.3. Research questions..............................................................................................3 1.4. Research subject and scope.................................................................................4 1.4.1. Research subject..............................................................................................4 1.4.2. Research scope ................................................................................................4 1.5. Research methodology........................................................................................4 1.5.1. Qualitative research method............................................................................4 1.5.2. Quantitative research method..........................................................................4 1.6. Research contribution .........................................................................................5 1.7. Thesis structure...................................................................................................6 SUMMARY OF CHAPTER 1.................................................................................7 CHAPTER 2. LITERATURE REVIEW.............................................................8 2.1. Definition............................................................................................................8 2.1.1. Blended Learning ............................................................................................8 2.1.1.1. Definition of blended learning......................................................................8 2.1.1.2. Different approaches to blended learning...................................................10 2.1.2. Adoption........................................................................................................13
viii 2.1.2.1. Definition of adoption.................................................................................13 2.1.2.2. Principles of adoption.................................................................................13 2.1.2.3. Different approaches to adoption................................................................14 2.1.3. International partnership program.................................................................16 2.2. Theoretical framework......................................................................................18 2.2.1. Institutional blended learning adoption framework ......................................18 2.2.2. Social Cognitive Theory................................................................................19 2.2.3. Theory of Planned Behavior..........................................................................20 2.2.4. Technology Acceptance Model.....................................................................21 2.2.5. Unified theory of acceptance and use of technology 2 .................................22 2.3. Overview of empirical studies..........................................................................24 2.4. Conceptual model and hypotheses....................................................................45 2.4.1. Conceptual model..........................................................................................45 2.4.2. Hypotheses ....................................................................................................47 SUMMARY OF CHAPTER 2...............................................................................55 CHAPTER 3. RESEARCH METHODOLOGY...............................................56 3.1. Research process...............................................................................................56 3.2. Scale development............................................................................................57 3.2.1. Scale development process............................................................................57 3.2.2. Research scales..............................................................................................59 3.3. Questionnaire design.........................................................................................69 3.4. Sample size .......................................................................................................69 3.5. Data analysis methods ......................................................................................70 3.5.1. Descriptive statistics......................................................................................70 3.5.2. Cronbach’s Alpha reliability test...................................................................71 3.5.3. Exploratory factor analysis............................................................................72 3.5.4. Pearson’s correlation coefficient...................................................................73 3.5.5. Multiple linear regression..............................................................................74 3.5.6. One-way ANOVA.........................................................................................75
ix SUMMARY OF CHAPTER 3...............................................................................77 CHAPTER 4. FINDINGS AND DISCUSSIONS..............................................78 4.1. Overview of WSU international partnership program .....................................78 4.2. Descriptive statistics.........................................................................................80 4.3. Cronbach’s Alpha reliability test......................................................................82 4.4. Exploratory factor analysis...............................................................................88 4.5. Pearson’s correlation coefficient ......................................................................91 4.6. Multiple linear regression.................................................................................94 4.7. One-way ANOVA ..........................................................................................101 4.8. Discussions .....................................................................................................105 SUMMARY OF CHAPTER 4.............................................................................112 CHAPTER 5. CONCLUSIONS AND IMPLICATIONS...............................113 5.1. Conclusions.....................................................................................................113 5.2. Implications.....................................................................................................115 5.3. Limitations and recommendations..................................................................146 SUMMARY OF CHAPTER 5.............................................................................149 REFERENCES.......................................................................................................xii APPENDIX ..........................................................................................................xxvi
x LIST OF TABLES Table 2.1. Proportion of Content Delivered Online.................................................10 Table 2.2. Summary of empirical studies.................................................................35 Table 2.3. Summary of supported factors in previous studies.................................45 Table 3.1. Research initial measurement scales.......................................................59 Table 3.2. Research official measurement scales.....................................................65 Table 4.1. Descriptive statistics results....................................................................81 Table 4.2. Cronbach’s Alpha reliability test results.................................................82 Table 4.3. Reliable observations after Cronbach’s Alpha analysis..........................88 Table 4.4. Exploratory factor analysis results..........................................................90 Table 4.5. Pearson’s correlation coefficient results .................................................93 Table 4.6. Model summaryb .....................................................................................94 Table 4.7. Multiple linear regression results............................................................95 Table 4.8. Hypotheses verification.........................................................................110 Table 5.1. Descriptive statistics results of observed variables...............................115
xi LIST OF FIGURES Figure 2.1. Scheme Blended Learning.......................................................................9 Figure 2.2. Social Cognitive Theory........................................................................20 Figure 2.3. Theory of Planned Behavior..................................................................21 Figure 2.4. Technology Acceptance Model.............................................................22 Figure 2.5. Unified Theory of Acceptance and Use of Technology 2.....................23 Figure 2.6. Research Conceptual Model..................................................................47 Figure 3.1. Research process....................................................................................56 Figure 4.1. Histogram chart......................................................................................99 Figure 4.2. Normal P-P plot chart ..........................................................................100 Figure 4.3. Scatterplot chart...................................................................................101 Figure 4.4. Final research model............................................................................111
1 CHAPTER 1. INTRODUCTION 1.1. Research problem statement The information and communications technology sector is one of the fastest- evolving products of the modern era, and according to Wu et al. (2010) “advances in technology offer a multiplicity of possibilities for communication, interaction and multimedia delivery systems in universities”. Due to the prevalence of information technology, blended learning has become the common teaching method in modern education. Blended learning was first introduced by universities in the late 90’s in the US and Canada and is considered to be the third generation of advancement in higher education. The application of the blended learning model in higher education represents a key component of the broad digital transformation efforts to build a modern higher education institution. By cultivating an interactive environment through diverse delivery modes, the blended approach encourages students to be more actively engaged in their education, which can foster the development of their knowledge and skills. Various authors have highlighted the significance of blended learning in education, especially in business schools. For instance, blended learning reduces the barriers that professors and their students face in online sessions and improves interaction (Jusoff and Khodabandelou, 2009). Blended learning offers flexibility, depth of learning, and cost-effectiveness (Graham, 2006). Blended learning involves restructuring curriculum design that encourages students’ initiative to participate in online learning (Yin and Yuan, 2021). Researchers predicted that blended learning will become the “new normal” of higher education (Norberg, Moskal, and Dziuban, 2011). The COVID-19 pandemic has further accelerated the adoption of blended learning as a preferred learning mode in universities (UNESCO, 2020). Though blended learning is becoming more popular at all levels of education in many countries and has been proven to have many advantages, it is still a relatively new concept in Vietnam with many remaining challenges during the implementation
2 process. The blended learning model has become a challenge for students who lack prior experience with technology or access to the necessary devices. Moreover, the majority of students are accustomed to the traditional teaching and learning style from their high schools, which relies heavily on the instructor’s guidance. Implementing the blended learning approach without adequately supporting students’ self-directed learning and research skills can lead to anxiety, discouragement, and poorer academic performance as they struggle to adopt the new learning methods. Even when the online component is mandatory in the blended course, the level of student involvement and the quality of online learning is lower than anticipated, even in well-structured blended learning programs. The poor performance of blended learning has led to a decrease in teaching satisfaction and a lack of motivation to keep using this form of teaching. Additionally, though instructors have been provided with fundamental information technology skills to facilitate blended learning, they still lack certain advanced capabilities that are crucial for effective blended learning implementation. Furthermore, the availability of quality-assured learning resources to support blended learning models remains severely limited. Many institutions are unable to develop a successful blended learning model due to the high cost of technology, inadequate decision-making skills, and a lack of a comprehensive strategy. Regarding prior empirical studies, some were conducted in settings that could influence the results, as cultural and contextual factors may vary across countries, especially between developed and developing nations. Notably, no known studies have examined the determinants of blended learning adoption among students in Vietnam, particularly in Ho Chi Minh City. This lack of local references poses challenges for research and development in this area. Within the educational context, it is essential to thoroughly investigate the unique characteristics and target audiences of various programs operated within an institution to obtain accurate results. Additionally, as blended learning has gained prominence, especially in the wake of the COVID-19 pandemic, understanding the factors influencing its adoption in international partnership programs whose instructional approaches have been
3 anticipated to be delivered in a blended format is expected to significantly contribute to the effective implementation and advancement of this instructional approach to meet the needs of students. For all the aforementioned reasons, the author decided to carry out the research with the title “Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City”. This research is expected to serve as a reference source for future related research topics. Furthermore, this research will also help the school management to positively transform students’ perceptions towards blended learning methods, enhance their capabilities and adaptability, and foster greater student collaboration within this new learning approach. This in turn will lead to an elevation in the student’s learning performance and satisfaction in the implementation of the blended learning method. 1.2. Research objectives 1.2.1. General objective To examine and verify factors influencing students’ blended learning adoption at Western Sydney international partnership program. 1.2.2. Specific objectives The first is to identify factors influencing students’ blended learning adoption at Western Sydney international partnership program. The second is to evaluate the influence of these factors on students’ blended learning adoption at Western Sydney international partnership program. The third is to provide the implications to improve the students’ blended learning adoption at Western Sydney international partnership program. 1.3. Research questions Question 1: Which factors can influence students’ blended learning adoption at Western Sydney international partnership program? Question 2: What are the impact levels of these factors on students’ blended learning adoption at Western Sydney international partnership program? Question 3: What are the implications to improve students’ learning outcome
4 in blended learning adoption at Western Sydney international partnership program? 1.4. Research subject and scope 1.4.1. Research subject Factors influencing students’ blended learning adoption: A case study of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City. 1.4.2. Research scope Research space: Western Sydney international partnership program at UEH- ISB in Ho Chi Minh City. Research duration: The research will be conducted from November 2023 to June 2024, while the survey taking place from November 2023 to January 2024. The secondary data was collected from 2018 to 2023. Research population: 400 undergraduate students of Western Sydney international partnership program at UEH-ISB in Ho Chi Minh City. 1.5. Research methodology 1.5.1. Qualitative research method In this research, qualitative research methods were used in the design of the research conceptual model and measurement scale. Secondary data was collected from the published research, articles, and books relevant to the research topic. An in- depth interview with three executives from the school management who are experienced in blended learning operations was conducted to figure out if there are any other factors that may influence the students’ blended learning adoption, and to make the adjustment to any observed variables (measurement items) in the research scale that could lead to students’ misunderstanding or confusion. Besides, a focus group discussion with ten undergraduate students was also set up to assess whether the definitions of the constructs and observed variables provided by the scholars were consistent with the perceptions of the intended respondents. 1.5.2. Quantitative research method Primary data was collected through the online survey using the Google Forms questionnaire sent to students’ emails. A five-point Likert scale was applied to gather the students’ attitudes toward factors that influence their blended learning adoption.
5 Collected data is analyzed by SPSS version 26.0, using the listed methods: descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA. 1.6. Research contribution ▪ On the theoretical aspect Firstly, the research systematizes the theories revolving around the research topic in order to identify the potential factors that could influence the level of students’ blended learning adoption at Western Sydney international partnership program. Secondly, the research aims to re-test the conceptual model as suggested by the previous studies and the author’s recommendation. As there is no known study that has been conducted to investigate the factors influencing the students’ blended learning adoption in the context of international partnership programs in Vietnam up to this point, the research is expected to be a useful reference source for the related research topics carried out in the near future. Thirdly, the research builds a scale for the research topic based on previous studies and adds new scales to the scale system of research works related to students’ blended learning adoption. ▪ On the practical aspect Institutions operating in highly competitive markets need to find effective ways of delivering high-quality education. The results of this study will provide educators, school administrators, instructors, and other concerned parties with useful information regarding the students’ blended learning adoption. The findings of this study will assist the school management in developing strategies that extend the quality assurance framework to support the blended learning approach. It is crucial to guarantee the quality of blended education experiences for students. Satisfied students are more motivated and committed to their study and, ultimately, are better learners than their dissatisfied counterparts.
6 1.7. Thesis structure ▪ Chapter 1: Introduction Chapter 1 offers an overview of the topic (the remaining problem and the necessity of conducting the research), research objectives and questions, research subject and scope, research methodology, research contribution, and research structure. ▪ Chapter 2: Literature Review In Chapter 2, the definitions of terms used in the research are presented along with the theoretical framework associated with the research topic. Subsequently, an overview of previous empirical studies in the relevant fields is provided, with the aim of addressing the gaps in previous studies to be addressed in this research. Next the conceptual model of this research is presented, accompanied by the hypotheses used to assess the influence of selected variables on students’ blended learning adoption at Western Sydney international partnership program. ▪ Chapter 3: Research Methodology Chapter 3 mentions the process of conducting the research, how to determine the sample size, the design of questionnaire, the scale construction (including the scale development process and the official research scale), and the data analysis methods applied in quantitative research. ▪ Chapter 4: Findings and Discussions Chapter 4 presents and discusses the results of the data analysis using the Statistical Package for the Social Sciences (SPSS) statistical software. The methods used for analyzing the collected data include descriptive statistics, Cronbach’s Alpha reliability test, exploratory factor analysis, Pearson’s correlation coefficient, multiple linear regression, and One-way ANOVA. ▪ Chapter 5: Conclusions and Implications Chapter 5 draws conclusions from the findings obtained through the research data analysis, then provides implications to enhance the students’ blended learning adoption, and indicates the limitations as well as the directions for future research.
7 SUMMARY OF CHAPTER 1 In Chapter 1, the research provides a comprehensive overview of the research problem. This includes discussing the rationale for selecting the research topic, as well as clearly defining the objectives and research questions. The chapter also outlines the specific subject and scope of the research. Furthermore, the chapter presents the statistical methodologies that will be utilized for sampling and data analysis purposes. This serves to outline the analytical approach that will be adopted in the study. Finally, the chapter highlights the potential contributions of the research, both from a theoretical and practical standpoint. Additionally, it introduces the overall structure and organization of the thesis.
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