






































citation


AsiaCALL Online Journal Received: 11/10/20221 

ISSN 1936-9859; https://asiacall.info/acoj  Revision: 02/11/2021 

Vol. 13, No. 1, 2022  Accepted: 05/11/2021 

pp. 22-39  Online: 13/11/2021 

 
CITATION | Hoang, T. T. D., & Tran, Q. H. (2022). Changes in Students' Experiences and Perceptions towards 

E-learning at Hoa Sen University during Covid-19 Pandemic. AsiaCALL Online Journal, 13(1), 22-39. EOI: 

http://eoi.citefactor.org/10.11251/acoj.13.01.002. 

 

Changes in Students' Experiences and Perceptions towards E-learning  

at Hoa Sen University during Covid-19 Pandemic 

Hoang To Thu Dung1, Tran Quang Hai1* 

 

1Faculty of International Languages and Cultures, Hoa Sen University, Vietnam.  
*Correspondence: Tran Quang Hai, Hoa Sen University, Vietnam. E-mail: 

hai.tranquang@hoasen.edu.vn 

 

EOI: http://eoi.citefactor.org/10.11251/acoj.13.01.002 

Abstract 

The COVID-19 epidemic has had a profound influence on every area of society, particularly 

on education. For the duration of the epidemic, almost all institutions and universities have 

switched traditional learning to E-learning as a way of preserving academic continuity. As a 

result, students' perspectives and experiences with online learning are becoming more 

relevant, necessitating additional research. The survey was conducted in two phases: in 

March 2019 (before the covid-19 pandemic) and in July 2020 (during the pandemic). The 

results were used to evaluate changes in students' views and experiences of E-learning at Hoa 

Sen University (after the first covid-19 pandemic). A total of 158 and 214 people were 

recruited to participate in the first and second phases of the study, respectively. To gather and 

evaluate data obtained via online questionnaires, several quantitative and qualitative 

techniques were utilized. The research findings revealed that students had more positive 

attitudes about studying through online education. In view of the escalating covid-19 

epidemic, educators' suggestions were offered to enhance the efficacy of online instruction. 

Keywords: perceptions, experiences, EFL students, E-learning 

 

1. Introduction 

Many countries have declared the closure of all educational institutions as a result of the 

outbreak of the new coronavirus illness, which has spread across the world. Therefore, 

operations have been suspended in order to prevent students from getting infected with the 

virus, which is possible in such a highly socialized setting as the university. According to 

UNESCO (2020), 186 countries have already implemented nationwide closures by the end of 

April 2020, impacting about 73.8 percent of all learners. Vietnam's government announced that 

schools would be closed on March 27, 2020, due to the danger of a pandemic with outbreaks 

occurring across the nation and throughout the globe. However, to cater to learners' 

requirements, a non-traditional education model that is fast and efficient has been created 

(Vietnamese Government, 2020). Universities have moved swiftly to develop online learning 

http://eoi.citefactor.org/10.11251/acoj.13.01.002
mailto:hai.tranquang@hoasen.edu.vn
http://eoi.citefactor.org/10.11251/acoj.13.01.002


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

23 

programs that use a variety of platforms in order to ensure that students have a consistent 

learning experience. During the first few months of 2020, Covid has directly impacted 

Vietnam's fast and strong transition away from conventional schooling and toward virtual 

classrooms. This change, however, seems to be a natural progression, especially in light of the 

technological advances that students have at their disposal. Due to the obvious fast development 

of E-learning, teachers and students are becoming more used to new teaching and learning 

methods that were previously uncommon in Vietnam. Suppose virtual teaching is to be 

established as the new standard in teaching-learning methodology. In that case, it is critical to 

comprehend learners' views on the approach and to examine learners' tendencies toward it, such 

as their level of inclusion and suggestions, among other things. The purpose of this study is to 

assess learners' experiences as well as their attitudes about E-learning at Hoa Sen University 

during the outbreak of the pandemic. 

 

2. Literature review 

2.1 Online learning's advantages and applications 

Internet-based learning, often known as electronic learning or E-learning, is a form of distance 

learning or online education that has long been a component of educational institutions across 

the globe (Bartley & Golek, 2004). It has been the most popular field of training in recent years 

to fulfill learners' requirements because of the covid-19 epidemic. As seen by Singh and 

Thurman (2019), E-learning is described as the experience of learners in either synchronous or 

asynchronous situations using a range of devices (e.g., mobile phones, laptops, and so on) that 

can connect to the Internet. In these settings, students may study and interact with their 

instructors and other members of their class from any location and at any time of day or night. 

Due to the obvious nature of the synchronous learning environment, students may participate 

in live lectures, engage in real-time conversations, and get instant feedback. Instead of live 

lectures or actual classrooms, learning material is delivered via a multitude of learning systems 

and forums in an asynchronous learning environment rather than through a single education 

model. As a result, there is no immediate way to get feedback (Littlefield, 2018). 

Since most of the research compares these two formats to traditional face-to-face learning, 

Hoic-Bozic, Mornar, and Boticki (2009) consider hybrid learning, also known as blended 

learning, and completely online learning to be the most important popular types of electronic 

learning. On the other hand, blended learning combines conventional face-to-face classes, 

virtual classrooms, and collaborative learning via the use of other technology. 

In addition to its efficacy in education, E-learning may be used as a career development tool. It 

is cost-effective compared to higher education expenses, and it can offer world-class education 

for anybody with an internet connection (Gratton & Stanley, 2009). Online learning may also 

be seen as a tool for using technology to make the teaching-learning process more student-

centered, innovative, and adaptable (Singh & Thurman, 2019). 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

24 
 

The learning outcomes of online learners are comparable to or better than those of traditional 

learners, and students are very satisfied with their online learning experiences (Navarro & 

Shoemaker, 2000). According to Rovai and Jordan (2004), who examined the relationship 

between students' sentiments of community in the traditional classroom and those in the blended 

format, students in the combined model had a stronger sense of community than those in the 

conventional style. After controlling for sample selection bias, researchers found that exam 

results for students taking the online course were four points higher than those doing it in the 

traditional format. In this experiment, participants were randomly allocated to either a 

conventional classroom setting (the control) or a hybrid online learning format that convened 

once a week and required students to do most of their work online (treatment). The study's 

findings showed that both groups learned in a comparable way, and that a hybrid course might 

save money while also boosting productivity over time. There will be more learning gains and 

cost savings if new online learning tools and software are regularly created and evaluated 

(Harmon & Lambrinos, 2006). 

2.2 Issues arising in the context of online teaching and learning 

Despite the fact that there are a number of tools available for online academic success, they 

may sometimes create significant difficulties. For example, failures to download files, 

installation difficulties, login problems, audio/visual problems, and so on are all instances of 

hurdles and impediments associated with modern technology. Students may find online 

teaching to be boring and uninspiring at certain points during the course. Students seldom find 

the opportunity to engage in online learning since it requires a great deal of time and flexibility. 

Ha and Ngo (2021) showed that the stability of the internet connection has a significant impact 

on the students' listening processes. In addition, online learning suffers from a substantial lack 

of individual attention. It may be difficult to offer two-way communication to students since 

they expect it. 

The learning process might not reach its full potential unless and until students put what they 

have learnt into practice. Online material may sometimes be purely theoretical, making it 

difficult for learners to put their knowledge into practice and absorb it effectively. Course 

material that is not even up to par with industry standards is also a major source of worry. A 

lack of a sense of community, technical difficulties, and difficulty understanding educational 

objectives are among the major obstacles students face while studying online (Song et al., 

2004). In addition, they were found to be unprepared to combine their work, family, and social 

lives with their study lives in an online learning environment. Furthermore, students are often 

underprepared for a wide range of E-learning and academic-type abilities in general. When it 

comes to utilizing Learning Management Systems, students have a low level of preparedness 

for doing so (Parkes et al., 2014). 

2.3 Studies on experiences and perceptions on E-learning before the pandemic 

For Warner et al. (1998), three factors determine students' readiness for online learning: (1) their 

interest in learning rather than direct instructional activities; (2) their confidence in using 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

25 

telecommunications for learning, including competence and confidence in the Internet and 

digitally used contact; (3) their ability to interact in learning independently. Instructors' 

interactions with them significantly influence students' views of online learning. 

Critical thinking and information processing are facilitated by a stable course design and the 

opportunity to engage with teachers. As per the greater part of research participants, one of the 

most helpful elements of online learning experiences was course design (Song et al.,2004) 

Students' views of course quality are influenced by the quality of the instructional framework 

while taking courses over the Internet (Yang & Durrington, 2010). According to Huss and 

Eastep (2013), 59 percent of students said tutorials helped them comprehend the technology or 

topic matter covered in their classes. A few drawbacks of online education were also raised 

throughout the debate. The absence of a feeling of community and/or emotional isolation, 

difficulty interacting with other learners, technical problems, and the need of a long-term 

commitment to learning are all barriers to online learning, according to Hara and Kling (1999), 

Petrides (2002) and Vonderwell (2003). Online courses, when well-structured, may be equally 

as effective as those taught in a traditional classroom (Nguyen, 2015). 

2.4 Research on E-learning experiences and perceptions during the epidemic 

In response to the rapid development of COVID-19, education has been pushed toward a more 

technological and commercial emphasis. Strategies for mitigating the impact of the change on 

the normal learning process should be implemented in conjunction with it (Gurukkal, 2020). 

With the transition to online learning in higher education, views of higher education need to be 

reassessed, particularly ideas about institutions and what students should expect from them. It 

is possible to teach theoretical courses, for example, online. On the other hand, practical courses 

should be taught face-to-face to guarantee the best possible teaching methods in terms of 

monitoring and mentoring of students throughout the course. Therefore, technological 

advancements may enable larger classes to be more flexible and customized to the needs of 

individual students (Siripongdee et al., 2020). 

Hebebci et al. (2020) conducted research in Turkey to determine what instructors and students 

felt about the distance education applications of the disease. It was discovered in the research 

that distance learners struggle to complete group tasks because of a lack of on-campus 

socialization, as indicated by 42.9 percent of those who took part in the study. 

A thorough discussion of the advantages and disadvantages of distance learning was conducted 

by Sadeghi (2019), who argued that it provides the advantages of being able to study from 

anywhere at any time, saving a significant amount of money, eliminating travel, allowing 

students to choose their own path of study, and saving time. On the downside, there are a 

number of issues to consider, including a significant risk for distraction due to sophisticated 

technology, a loss of social connections, and the difficulty of staying in contact with instructors. 

Whether during or after a crisis, online learning is important to the learning process. 

Furthermore, in order for schools and colleges to be successful, the technological infrastructure 

must be properly maintained in some way (Nikdel & Fardin, 2020). Dhawan (2020) analyzed 

the benefits, drawbacks, opportunities, and risks that online learning offers. The author showed 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

26 
 

how the global financial crisis highlights the importance of digital competence in dealing with 

the crisis and facilitating learning opportunities for students. Consequently, schools should 

educate students on how to utilize computers. Another research conducted in Malaysia looked 

at the satisfaction of male and female students who used E-learning portals to complete their 

studies. There is a significant correlation between user satisfaction and E-learning as a natural 

consequence. Affecting both participants' satisfaction levels is the quality of the e-service and 

the amount of information provided (Shahzad et al., 2020). Some of the advantages of online 

learning are flexibility, ease of access, and a connection between students and instructors. In 

light of the significance and advantages of online learning, it has been brought to the notice of 

the public that it is plagued by issues such as data privacy. Due to the fact that students access 

online portals via computers and mobile phones, their personal information is at risk. It is 

essential that university staff and students be trained on cybersecurity and data privacy issues 

(Luxatia, 2020). In addition, Ngo (2021) stated that instructors play a crucial role in the online 

learning environment. It is conceivable that students' interest in learning will increase if 

instructors become more adept at using the benefits of the Internet to produce more engaging 

online classes for their students. 

According to what can be observed in the preceding research, students' perceptions of E-

learning as well as their experiences or difficulties throughout the course of studying E-learning 

throughout the pandemic were extensively investigated. On the other hand, these studies often 

poll learners' views at a certain moment in time; only a small number of research have gone 

through two or more stages to examine how learners change as they get more acquainted with 

the learning process. In addition, studies were carried out in the context of various countries' 

cultures. A two-phase study to investigate the views and experiences of Hoa Sen University 

students in the context of the current pandemic outbreak is thus necessary. 

2.5 Research Questions  

Based on the assessment of the literature and the gap in the research, the survey was designed 

to answer the following research question in order to meet the study's objectives: 

What are the changes in students' experiences and perceptions of E-learning at Hoa Sen 

University during the Covid-19 Pandemic? 

 

3. Methods 

3.1 Pedagogical Setting & Participants 

The data was collected from two separate phases in which the first one was in March 2019 and 

the second one was implemented in May 2020. In the first phase, the student's understanding 

of E-learning was still very limited, but in the second phase the students had chances of 

experiencing E-learning during the pandemic time. In the study, a comparative analysis of the 

result from the two phases of the study is conducted to examine the effect of covid-19 on the 

students’ awareness and experience in E-learning.  



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

27 

In the first phase, 230 students were targeted for the study but only 158 students from Hoa Sen 

University in Ho Chi Minh City participated in the study. Most of the participants were non-

English major from different levels with different majors. Among 158 participants, 65.5% of 

the students are female, and 34.5% are male. English File, written by Christina Latham Koenig 

and Clive Oxenden, is the textbook for the classes, accompanied by a workbook, CDs and 

iTools CD-ROM. For a whole course, the students have 105 periods, and in a week, the students 

have 4 sessions of three periods studying in classes with Vietnamese teachers and 2 sessions 

with foreign teachers 

It was estimated that 214 students from the Hoa Sen University in Ho Chi Minh City would 

take part in the research during its second phase. All the participants were not English majors, 

and they came from a variety of various degree backgrounds and experiences. Males 

outnumbered females, 50.9 percent and 49.1 percent, respectively, among the 214 participants 

in the study. The materials and the studying periods are the same as in the first phase. For the 

duration of the epidemic, Hoa Sen University students were required to study online by 

accessing the Mlearning page on the university's website, where they could get course materials 

as well as complete homework assignments and quizzes. Using the Mlearning page's statistical 

data, instructors assign homework, grade assignments, and evaluate students' progress in class. 

In order to provide lectures and engage with students directly online, instructors utilize Big 

Blue Button or Google Meet to deliver lectures and connect with students. 

3.2 Design of the Study 

The survey study was utilized as the major research design to uncover students' opinions on E-

learning. According to Check and Schutt (2011) and Creswell (2014), in a survey study, the 

participants' views and opinions are investigated through their replies to a set of questions. They 

also believe that this is the most common use of survey research. As a result, a survey study 

was the most appropriate design for this research. 

In this study, the applied research method is used to figure out the students' perceptions on E-

learning and the problems that the students are facing when studying E-learning by employing 

accepted theories and principles. The research is of practical use to the current situation when 

many schools are still in the state of teaching and learning online during the pandemic. Applied 

research is used to deal with a specific case in Hoa Sen University without the objective of 

generalizing. In addition, the study is carried out with a mixed research method that involves 

the method of quantitative and qualitative or paradigm characteristics. The data of the study is 

a mixture of words, images, and variables. The qualitative data in part 1 and part 2 is non-

descriptive, but it can be presented in tables and graphs because it is numerical, and the evidence 

can be evaluated. The qualitative data in part 3 is non-numerical and cannot be graphed, but it 

can be descriptive, exploratory to help investigate the reasons why the participants chose the 

options in part 2 with quantitative data, and it also helps to get a clear understanding of the 

feeling, the explanations, and the suggestions from participants.   

 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

28 
 

3.3 Data collection & analysis 

The questionnaire was the primary tool used in this investigation. Questionnaires are widely 

used to examine attitudes, views, and other factors, according to Creswell (2014) and Ponto 

(2015). Furthermore, this instrument is useful since it may help the researcher gather a large 

amount of data in a short amount of time and in both online and offline formats. 

Before collecting data for the project, a pilot study of the questionnaires was conducted with 

selected Hoa Sen University students to validate the measurement and make any required 

modifications. Following that, the participants were given a google form with surveys to fill out 

as part of the data gathering procedure. The objective of the study and some of the more 

challenging E-learning words in the survey was explained to the participants at the beginning 

of the google form. The surveys were written in Vietnamese using basic structure sentences and 

were organized into topics for a better comprehension of the non-major English participants. 

The questionnaire was intended to gather information on the participants' views of E-learning 

as well as their experience with E-learning at their university both before and after they began 

studying online. The questionnaire consisted of 28 questions divided into three sections. Part 

one included three questions intended to gather information about the students' backgrounds, 

and part two contained two items designed to assess the students' perceptions of E-learning. 

During this section, there were a total of 10 multiple choice questions with four choices for each 

answer choice. The third section contains 12 questions, each of which has a Likert scale with 

values ranging from 1 to 5 (Strongly disagree, Disagree, No Opinion, Agree, Strongly Agree). 

This allows students to specify their level of satisfaction with their E-learning at their 

universities, as well as their level of agreement with each item. In order to get more information 

on students' experiences with E-learning and their ideas, the three last questions were intended 

to be open-ended in order to obtain more specifics about their experiences. 

 

4. Results/Findings and discussion 

4.1 Results in students’ perceptions of E-learning 

Figure 1.  

Students’ perceptions on E-learning 

  



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

29 

 

 

 

1. How necessary is E-learning to you personally? 

.                                                                   

2. How effective is E-learning to you personally? 

    

3. How interesting are online courses? 

   

4. How often are you online for self-study?    

      

5. How often do you make your own E-learning plan? 

Very necessary    

Moderately necessary   

Neutral, not sure 

Not necessary at all     

Very useful   

Moderately useful 

Neutral, not sure 

Not useful at all    

Very interesting 

Quite interesting 

Neutral, not sure 

Not interesting 

The first phase The second phase 

Usually 

Sometimes 

Not often 

Never 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

30 
 

            

     

 

6. How often do you get motivated to study online? 

       

 7. Should we change all courses at university into online courses?

 

 

 

8. What learning style do you like when you study online? 

  

 

9. How often do you feel stressed when you study online at your university? 

The second phase 

Usually 

Sometimes 

Not often 

Never 

Yes 

Yes, but a few courses 

Neutral, not sure  

No 

The first phase The second phase 

Usually 

Sometimes 

Not often 

Never 

No interaction 

Listen and chat 

Listen, chat and use mic 

Listen, chat, use mic and 

webcam 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

31 

   

10. Is it necessary to have any training from the university for E-learning skills? 

 

 

 

 

 

As can be seen from figure 1, the statistics on students' views of E-learning after being affected 

by the epidemic showed that the majority of students acknowledged the importance of E-

learning. More precisely, 76.6 percent agreed that online learning is inessential, while just 1.9 

percent disagreed. In comparison to before the epidemic, 63.8 percent agreed, and 3.4 percent 

disagreed. According to the statistics, there was a rise in views of the importance of E-learning 

after the pandemic's impact. 

However, the results are diametrically opposed in terms of perceived efficacy and interest in E-

learning. 64.5 percent and 63.6 percent agreed on the effectiveness and interest of E-learning, 

respectively, while just 7 percent and 14.5 percent disagreed. According to the previous 

statistics, the efficacy and interest in E-learning were greater, with 79.3 percent and 75.8 percent 

agreeing, respectively, while just 1.7 percent and 5.2 percent disagreeing. Although many 

students agreed that E-learning was necessary, many of them also agreed that it was ineffective. 

It may be because they are unfamiliar with online learning, are experiencing technical or 

academic difficulties, or are easily distracted by their surroundings. Consequently, they have an 

impact on the quality of online teaching and learning, as well as the effectiveness of E-learning. 

Furthermore, as compared to prior statistics, fewer participants felt engaged while studying 

online. We can predict from the situation that they did not have the chance to study their favorite 

subjects, or they felt pressured with the grades to pass the courses, or they did not have real 

interactions in person due to physical distance limitations, or the online teaching methods of 

the teachers could not pique their interest in E-learning. As a result, we should attempt to find 

out why we should assist and encourage students in the first place. 

Due to their favorable attitudes about the importance of E-learning, a significant percentage of 

students said that they usually or sometimes had self-study, a study plan, or motivation in E-

learning. 74.7 percent, 78.5 percent, and 76.1 percent indicated they frequently or sometimes 

did it, whereas just 7.5 percent, 8.9 percent, and 6.6 percent stated they never did it. There was 

Often 

Sometimes 

Not often 

Never 

Very necessary 

Quite necessary 

Neutral, not sure 

No 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

32 
 

a significant difference in the results when compared to the previous data, with just 43.1 percent, 

53.5 percent, and 58.6 percent disclosing their repeated behaviors in having self-study, study 

plan, and motivation, whereas 20.7 percent, 20.7 percent, and 12.1 percent stated they never 

did it. According to the data, most students have positive views about their studies and a high 

degree of autonomy in their university's online learning. It is evident that students take online 

learning at their institutions more seriously than other online courses. 

In terms of learning methods, 83.2 percent preferred to study online by listening to instructors, 

chatting in the public box, and using their microphones to respond or ask questions. Only 14 

percent consented to turn on the camera during class. According to the data, not many students, 

namely 2.8 percent, preferred to learn online without contact. Most students preferred to engage 

with their instructors and classmates by entering comments in the public chat box or speaking 

into the microphones. However, not many individuals felt comfortable interacting with others 

through webcams. It might be because the students want more autonomy in their studies, are 

introverts or had a high degree of self-taught and self-study ability. Therefore, when designing 

online courses, we should keep this in mind. 

While asked about E-learning stress, 56.1 percent said they frequently or sometimes felt anxious 

when taking university online courses. 22.9 percent said they did not often feel worried, and 21 

percent said they never felt frightened or stressed. According to the statistics, many students are 

anxious while studying online via the university platform. Perhaps, it is because they have a lot 

of homework, do not even comprehend the courses, or have internet connection issues, among 

other things. As a result, in order to discover effective solutions to the issue, we should first 

determine what is generating the learners' stress. 

Concerning university assistance for online learning abilities, 44.4 percent acknowledged that 

they required aid from the university to study better with E-learning, 33.2 percent disagreed, 

and 22.4 percent were indifferent. Although Hoa Sen University offered technological training 

for E-learning, students still needed more. As a result, the institution should consider offering 

students certain academic training and a guidebook in online learning abilities. 

Furthermore, the findings revealed the students' preference for E-learning in the future. More 

precisely, just 20.1 percent agreed to mix conventional learning with E-learning for all courses 

after the pandemic, and 40.2 percent agreed to combine but only with certain courses, while 28 

percent disagreed, and 11.7 percent were indifferent. As a result, we should evaluate whether 

we want completely online courses or blended courses, as well as how much of each is made 

up of online courses and face-to-face courses, and which topics may be created in blended 

courses, and which can only be produced in conventional learning courses.  

 

 

 

 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

33 

4.2 Results in students’ experiences on E-learning at their universities 

Table 1. Students’ experiences and suggestions on E-learning  

 Strongly 

Disagree 

Disagree Neutral Agree Strongly 

Agree 

1. Your university provides enough 

online courses 

3.7% 1.4% 14% 30.4% 50.5% 

2. You usually spend time on E-learning 

of HSU 

4.2% 6.5% 20.1% 30.4% 38.8% 

3. You are satisfied with online teaching 

method of HSU 

3.7% 9.3% 28.5% 36.4% 22% 

4.You are satisfied with the quality of E-

learning programs of HSU 

3.7% 9.3% 30.4% 38.8% 17.8% 

5. You have many opportunities to 

interact with teachers when studying 

online 

9.8% 12.1% 27.1% 29.4% 21.5% 

6. You have many opportunities to 

interact with your classmates when 

studying online. 

20.6% 20.6% 28.5% 16.8% 13.6% 

7. You have difficulties with technical 

problems when studying online at HSU. 

17.8% 16.8% 28.5% 22% 15% 

8. You have difficulties with E-learning 

skills when studying online at HSU 

11.7% 18.2% 37.9% 18.2% 14% 

9. HSU provides good internet access to 

online courses 

6.1% 12.6% 42.5% 26.6% 12.1% 

10. E-learning helps you improve your 

study 

10.7% 15% 39.3% 22.9% 12.1% 

11. You are satisfied with the assessment 

from online courses. 

5.1% 9.3% 36% 29.4% 20.1% 

12. You are satisfied with EIC online 

courses 

8.9% 5.6% 33.2% 31.3% 21% 

 

According to table 1, the study's data analysis solely revealed the students' experiences with E-

learning at Hoa Sen University after they had encountered E-learning during the Covid 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

34 
 

epidemic. 80.9 percent of students stated Hoa Sen University provided a comprehensive variety 

of online courses. During the epidemic, all courses had to be taught online, as previously stated. 

Online learning has improved; thus, students are spending more time on E-learning, with 69.2 

percent reporting that they frequently study online. 

When queried about the quality of online courses and online teaching techniques, almost 60 

percent said they were satisfied with the online teaching quality and instructors' teaching 

methods. Specifically, 56.6 percent agreed with the quality of online programs and 58.4 percent 

agreed with the online teaching techniques. This indicates that the school's and teachers' efforts 

have been recognized. 

Regarding classroom contact, 50.9 percent believed they had numerous chances to engage with 

instructors, but only 30.4 percent said they could communicate with classmates. This is 

reasonable given the limitations of interaction in online learning. Even though the Big Blue 

button system includes a breakout room, which is strong support for gathering, the diversity of 

activities is still restricted. 

Despite the university, IT department, and instructors' attempts to assist students, just 37% 

reported technical problems while studying online. The issues that students encounter may be 

quite objective, such as their internet connection, learning equipment, and so on, which are 

beyond our control. 

In addition, 32.2 percent reported having difficulties with E-learning abilities when studying 

online at HSU. Although the institution supplied students with training and a guidebook prior 

to studying E-learning, it is still insufficient. It may be said that E-learning was not a difficulty 

for many pupils. As a result, the institution should focus more on student training to assist them 

in becoming more acquainted with technology and E-learning abilities. 

One of the most serious issues in E-learning is the availability of high-quality internet 

connections. HSU offered excellent internet connections for online courses, according to 38.7 

percent of students. 42.5 percent were neutral, with just 18.7 percent disagreeing. It is well 

acknowledged that during the first epidemic caused by Covid 19, the majority of schools and 

organizations in Vietnam were very perplexed during the operating period of remote working. 

Despite HSU's early planning for E-learning before the pandemic, there were still inevitable 

issues. However, the server infrastructure has been significantly improved, allowing students 

to experience E-learning better at HSU. 

In terms of study progress, 35% stated their online learning improved, 39.3% were indifferent, 

and 25.7% disagreed. This may be seen as a good outcome since the implementation of 

synchronized online teaching occurs in a short period of time, while learning is a lengthy 

process. Furthermore, E-learning issues are being addressed daily. Hopefully, as internet 

availability and instructional tools increase, kids' academic progress will be viewed positively 

by them. 

Students were also polled on how satisfied they were with the assessment and evaluation of 

online courses. 49.5 percent agreed, 36% were indifferent, and 13.3 percent disapproved. 

Although not many students complained about the assessment of online courses, improvements 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

35 

in assessment should be explored to please students better. 

There was also a question to gauge students' happiness with the EIC online program, which is 

a general English curriculum for non-English majors at Hoa Sen University. More than 52% of 

students were pleased, 33.2 percent were indifferent, and 14.5 percent disapproved, which was 

a tremendous encouragement to all instructors at Hoa Sen University's ELT department 

throughout the period of online teaching. 

While being asked about the difficulties students often encounter when engaging in E-learning 

at their institution, almost every participant in the study said that it is very difficult to participate 

since they cannot communicate with instructors or classmates for clear comprehension. Certain 

of them highlighted facilities that directly impact the E-learning process, such as Wi-Fi 

connection, some deactivated features on their PCs or laptops, E-learning system problems, and 

so on. Aside from facility difficulties, most study participants felt that having minimal contact 

with instructors or classmates hindered them from gaining a clear understanding. Furthermore, 

the participants said that it was difficult to develop working group abilities and gain enthusiasm 

with E-learning, and it was simple to get sidetracked by the surroundings. 

The data from the inquiry regarding their discontent with their university's E-learning revealed 

that technical problems such as internet connection, login error, microphone or camera error, 

and inefficient group activities were the major thoughts raised by the respondents. 

With the gathered data on E-learning recommendations, students offered many contributions 

such as adding support capabilities to mobile phones, updating the server for a better 

connection, and using mixed learning instead of completely online. Furthermore, students want 

to have greater contact with lecturers as well as more opportunities to work with helpful 

instructional materials given by instructors. The students also suggested having subtitles for 

lectures, video recordings after class, and E-learning skills training. They also recommended 

that the institution avoid online courses with practical topics, as well as decrease the emphasis 

on grades and the amount of time spent studying online. 

4.3 Discussion 

This study's main goal was to look at how students felt about E-learning in general. Most 

respondents chose online courses to stay up with the curriculum because of the COVID-19 

epidemic's closure, while just 1.9% thought E-learning was essential and inefficient. To go 

further into this subject, it was necessary to survey respondents about their experiences with 

online courses. Students' views on the usefulness of E-learning shifted following the epidemic, 

according to our research. Foresights into the future of Elearning may be found in early research 

such as those done by Gratton and Stanley (2009); Singh and Thurman (2019). Participants' 

rankings of important factors matched earlier findings. Nearly all online learning students had 

positive views about their education and a high level of self-reliance. Navarro and Shoemaker 

(2000), as well as Singh and Thurman (2019), also corroborated this result. Most students 

agreed that student-teacher contact was important. In support of this statement, Thompson 

(2014) published a study in 2014. Online programs' success is heavily influenced by students' 

and teachers' abilities to use computers and the Internet. It was in accordance with the findings 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

36 
 

of Song et al. (2004), who found that convenience and flexibility were the main advantages of 

online courses. Respondents said working in collaborative groups was more convenient than 

having everyone's schedules changed as in a traditional classroom setting, according to Petrides 

(2002). As per Poole (2000), students often used their personal computers to obtain course 

materials since it was the most convenient option for them. Online courses should be tailored 

to meet the needs of the individual student as a result. One of the most important factors in the 

success of online courses has been interactivity. Students' social presence correlated 

significantly with their overall happiness with the medium, according to Shahzad et al. (2020). 

It is critical to keep online class participants interested by including them in a variety of timely 

and relevant activities. Petrides (2002), Vonderwell (2003), and Hara and Kling (1999) explored 

the significance of contact frequency in creating online classrooms (2003). Participants were 

also asked for suggestions on how to make online learning more successful. To compete with 

conventional classrooms on a level with content, connection, recorded videos, and adequate 

follow-up, online learning environments were compared to those in use. The debate was 

repeatedly rehashed by the majority of those there. Online training thus allows institutions 

and/or teachers electronic contact, improving comfort and extending educational opportunities 

for students (Warner et al., 1998; Hofmann, 2002). Colleges may soon switch to a hybrid 

delivery model in which courses are taught both on- and off-campus, in small groups with social 

distance. In designing and arranging online courses, the findings of this research may be very 

helpful. As a result of time constraints, the study was limited to students in the ELT department. 

Furthermore, in order to keep things short and efficient, we focused only on the views of 

students and omitted teachers from the research. 

 

5. Conclusion 

In response to attempts to restrict the spread of the new coronavirus, the educational system's 

contours are changing, with online education becoming the primary method of teaching. 

Universities and institutions are resorting to online platforms to stay up with the curriculum. It 

might be too early to anticipate how students and teachers will cope with online learning when 

they find its limitations and reorient to deal with them, but teachers' and students' views and 

readiness are important variables to consider, which we've tried to record. According to the 

results of this study, the majority of students had a positive attitude about online education in 

the aftermath of Corona. Online learning was found to be beneficial since it provided learners 

with flexibility and convenience. Students preferred material that was well-structured from 

university Mlearning courses. They also emphasized the need for interactive sessions of each 

course, complete with quizzes and tasks, in order to optimize the learning experience. However, 

because of technological limitations, delayed response, and the instructor's inability to properly 

manage IT skills, most students perceived online courses to be more uninteresting than 

conventional classrooms. To make an online course more effective and productive for learners, 

all of these factors should be considered while designing it. Once the COVID-19 pandemic has 

passed, it is probable that educational systems will continue to use online platforms as study 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

37 

aids, although in a hybrid manner alongside traditional courses. As a consequence, the findings 

of this study will be useful in rethinking and reconstructing higher education with online 

components. 

 

References  

Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost-effectiveness of online and face-to-

face instruction. Educational Journal and Technology. 

Bowen, W. G., & Ithaka, S. (2012). Interactive Learning Online at Public Universities: Evidence 

from Randomized Trials.  

Check, J., & Schutt, R. K. (2012). Research methods in education. Thousand Oaks, CA: Sage. 

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods 

Approaches (4th ed.). Thousand Oaks, CA: Sage. 

Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. J. Educ. 

Technol. Syst. 49, 5–22. doi: 10.1177/0047239520934018 

Gratton-Lavoie, C., & Stanley, D. (2009). Teaching and learning principles of Microeconomics 

online: An empirical assessment. The Journal of Economic Education, 40(1), 3–25. 

Gurukkal, R. (2020). Will COVID 19 turn higher education into another mode? High. Educ. 

Future 7, 89–96. doi: 10.1177/2347631120931606 

Ha, G.L.,& Ngo,T. C. T.(2021). Challenges in learning listening comprehension via Microsoft 

Teams among English majors at Van Lang University. International Journal of TESOL & 

Education, 1(3), pp. 142-175. EOI: http://eoi.citefactor.org/10.11250/ijte.01.03.009 

Hara, N., & Kling, R. (1999). Students’ frustrations with a web-based distance education course. 

First Monday, 4(12). 

Harmon, O. R., & Lambrinos, J. (2006). Online Format vs. Live Mode of Instruction: Do 

Human Capital Differences or Differences in Returns to Human Capital Explain the 

Differences in Outcomes?. Working papers 2006-07, University of Connecticut, 

Department of Economics. 

Hofmann, D. W. (2002). Internet-based distance learning in higher education. Tech and future 

horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319. 

Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A Blended Learning Approach to Course 

Design and Implementation. EEE Transactions on Education, 52, 19-30. 

Huss, J., & Eastep, S. (2013). The perceptions of students toward online learning at a 

Midwestern university: What are students telling us and what are we doing about it?. 

Inquiry in Education, 4, 1-21.  

Littlefield J. (2018). The difference between synchronous and asynchronous distance learning. 



https://asiacall.info/acoj Hoang T. T. Dung, Tran Q. Hai                                   Vol. 13; No. 1; 2022 

38 
 

Directions, 62(1), 28–32. 

Luxatia (2020). The Importance Of Digital Learning Spaces During COVID-19 and Beyond. 

Luxatia International. 

Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in 

cyberspace. American Journal of Distance Education, 14(2), 15–35.  

Ngo, D. H. (2021). Perceptions of EFL tertiary students towards the correlation between e-

learning and learning engagement during the COVID-19 pandemic. International 

Journal of TESOL & Education, 1(3), pp. 235-259. EOI: 

http://eoi.citefactor.org/10.11250/ijte.01.03.013 

Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference 

Nikdel, A., &Fardin, M. A. (2020). COVID-19 and educational challenges: a review of the 

benefits of online education. Ann. Milit. Health Sci. Res. 18:e105778. doi: 

10.5812/amh.105778 

Parkes, M., Stein, S., Reading, C. (2014). Student preparedness for university e-learning 

environments. The Internet and Higher Education, 25, 10.  

Petrides, L.A. (2002). Web-based technologies for distributed (or distance) learning: Creating 

learning-centered educational experiences in the higher education classroom. 

International Journal of Instructional Media, 29(1), 69 – 77. 

Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study.        

Journal of Research on Computing in Education, 33(2), 162–177. 

Rovai, A. P., & Jordan, H. (2004). Blended Learning and Sense of Community: A Comparative 

Analysis with Traditional and Fully Online Graduate Courses. The International Review 

of Research in Open and Distance Learning, 5(2).  

Sadeghi, M. A. (2019). Shift from classroom to distance learning: advantages and limitations. 

Int. J. Res. Engl. Educ. 

Shahzad, A., Hassan, R., Abdullah, N.I., Hussain, A., Fareed, M. (2020). COVID-19 impact on 

e-commerce usage: An empirical evidence from Malaysian healthcare industry. 

Humanities & Social Sciences Reviews 8(3), 599–609. 

https://doi.org/10.18510/hssr.2020.8364. 

Singh, V., Thurman, A. (2019). How many ways can we define online learning? A systematic 

literature review of definitions of online learning (1988-2018). American Journal of 

Distance Education, 33(4), 289–306. 

Siripongdee, K., Pimdee, P., and Tuntiwongwanich, S. (2020). A blended learning model with 

IoT-based technology: Effectively used when the COVID-19 pandemic?. J. Educ. Gift. 

Young Sci. 8, 905–917. doi: 10.17478/JEGYS.698869 

Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers 

https://doi.org/10.18510/hssr.2020.8364


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2021  

39 

on distance education practices during the Coronavirus (COVID-19) Pandemic. 

International Journal of Technology in Education and Science (IJTES), 4(4), 267-282. 

Song, L., Singleton, E., Hill, J., & Koh, M. (2004). Improving online learning: Student 

perceptions of useful and challenging characteristics. The Internet and Higher Education, 

7(1), 59-70. 

UNESCO. (2020). COVID-19 Educational disruption and response. https://en.unesco.org/ 

themes/education emergencies/coronavirus-school-closures 

Vietnamese Government. (2020). Regarding the drastic implementation of the peak wave of 

COVID-19 epidemic prevention and control. https://moh.gov.vn/web/dich-benh/cac-van-

ban-chi-dao-cuadang-nha-nuoc/-/asset_publisher/zRev3D15XCJB/content/chi-thi-so-15-

ct-ttg-cua-thutuong-chinh-phu-ve-quyet-liet-thuc-hien-ot-cao-iem-phong-chong-dich-

covid-19 

Vonderwell, S. (2003). An examination of asynchronous communication experiences and 

perspectives of students in an online course: A case study. Internet and Higher Education, 

6, 77 – 90. 

Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery 

including online learning. Brisbane: Australian National Training Authority. 

Yang, Y. & Durrington, V. (2010). Investigation of Students’ Perceptions of Online Course 

Quality. International Journal on E-Learning, 9(3), 341-361. Waynesville, NC USA: 

Association for the Advancement of Computing in Education (AACE). 

 

Biodata 

Hoang To Thu Dung is currently an English lecturer at Hoa Sen University. She has over 15 

years in teaching at universities. She earned her MA in TESOL at Victoria University in 2011. 

She also got BA in Finance and Banking in University of Economics Ho Chi Minh City. Her 

academic areas of interest include TESOL methodology, Business English, e-learning and 

psychology. 

Tran Quang Hai is currently a lecturer of English at Hoa Sen University, Vietnam. His 

accumulated experience from working at various educational institutions has equipped him 

with ample confidence and skills in language teaching. His interests are Virtual Communities 

and Teaching Learning Practices. 

 

https://moh.gov.vn/web/dich-benh/cac-van-ban-chi-dao-cuadang-nha-nuoc/-/asset_publisher/zRev3D15XCJB/content/chi-thi-so-15-ct-ttg-cua-thutuong-chinh-phu-ve-quyet-liet-thuc-hien-ot-cao-iem-phong-chong-dich-covid-19
https://moh.gov.vn/web/dich-benh/cac-van-ban-chi-dao-cuadang-nha-nuoc/-/asset_publisher/zRev3D15XCJB/content/chi-thi-so-15-ct-ttg-cua-thutuong-chinh-phu-ve-quyet-liet-thuc-hien-ot-cao-iem-phong-chong-dich-covid-19
https://moh.gov.vn/web/dich-benh/cac-van-ban-chi-dao-cuadang-nha-nuoc/-/asset_publisher/zRev3D15XCJB/content/chi-thi-so-15-ct-ttg-cua-thutuong-chinh-phu-ve-quyet-liet-thuc-hien-ot-cao-iem-phong-chong-dich-covid-19
https://moh.gov.vn/web/dich-benh/cac-van-ban-chi-dao-cuadang-nha-nuoc/-/asset_publisher/zRev3D15XCJB/content/chi-thi-so-15-ct-ttg-cua-thutuong-chinh-phu-ve-quyet-liet-thuc-hien-ot-cao-iem-phong-chong-dich-covid-19

