






































citation


AsiaCALL Online Journal Received: 28/05/2022 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 17/06/2022 

Vol. 13, No. 3, 2022  Accepted: 22/06/2022 

pp. 22-35  Online: 22/06/2022 

 

CITATION | Hoang, T. T. D., & Ngo, T. T. T. (2022). E-learning Experience of Nguyen Trai High School 

Students. AsiaCALL Online Journal, 13(3), 22-35. DOI: https://doi.org/10.54855/acoj.221333 

E-learning Experience of Nguyen Trai High School Students  

Hoang To Thu Dung1*, Ngo Thi Thanh Truc2 

1 Hoa Sen University, Ho Chi Minh City, Vietnam 
2 Nguyen Trai High School, Ninh Thuan, Vietnam 

*Corresponding author’s email: dung.hoangtothu@hoasen.edu.vn 
*      https://orcid.org/0000-0003-3218-9365 

       https://doi.org/10.54855/acoj.221333 

Abstract 

With the rapid spread of the COVID-19 pandemic and the fact that most students of all grades 

in Vietnam were not fully vaccinated in 2021, the students had to study online for the first 

semester of the school year. Therefore, the students at all levels, in general, and the high 

school students, in particular, had a fully online learning experience. This research 

investigates the experience of the high school students in e-learning in the case of Nguyen 

Trai High School in Ninh Thuan Province. The data was collected via online questionnaires 

toward the end of the first semester of the 2021-2022 academic year to find out about the e-

learning experience of the students at Nguyen Trai High School in Ninh Thuan Province. One 

hundred seventy-four participants were involved in the study by responding to the online 

questionnaires. The study's findings revealed that most students had a favorable experience 

with e-learning. However, some drawbacks need to be considered for further development in 

e-learning education in high schools. 

Keywords: experience, high school students, E-learning 

 

Introduction 

To reduce the adverse effects of the COVID-19 in the case that high school students were not 

fully vaccinated against COVID-19, the Ministry of Education and Training of Vietnam ordered 

schools at all levels to switch to online learning. To prevent high school students from being 

severely impacted by the pandemic, schools, universities, and institutions were placed on 

lockdown until widespread immunization occurred. Educational institutions across the country 

had to shift from traditional education modes to online modes of education. Therefore, students, 

as well as teachers, must adapt to fully remote online learning. Although many felt unprepared 

during the transitional period, they did not have an option but to use online learning. Because 

of the inexperience of both students and teachers in online learning, this quick transition can be 

difficult (Barbour & Reeves, 2009). Even with high school students in industrialized nations 

where online learning is fast expanding, there was still 10% of high school students with no 

experience in e-learning (Barbour & LaBonte, 2017). Teachers must be capable of using 

technological tools for education and a variety of applications along with conducting e-

classroom sessions so that the students will have scaffolding in technology for e-learning and 

https://doi.org/10.54855/acoj.221333
mailto:dung.hoangtothu@hoasen.edu.vn
https://orcid.org/0000-0003-3218-9365
https://doi.org/10.54855/acoj.221333


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 3; 2022 

23 

have a good online learning experience. In fact, the feelings and experiences of insiders or 

learners are central to determining the effectiveness of e-learning. Therefore, it is critical to 

understand students' online learning experiences to help educational authorities and institutions 

better understand students' challenges and improve their online learning experiences. Although 

we have a good understanding of students' characteristics and outcomes in online courses, we 

have little understanding of their overall experiences in such contexts. (Blackmon and Major, 

2012). Additionally, the majority of recent research was limited to students in high school 

education. With the motivation of unveiling the truths regarding the students' readiness and 

satisfaction with e-learning, the research is to find out the feedback of high school students 

regarding their experience with e-learning in the case of Nguyen Trai High School.  

 

Literature review 

Theoretical background  

E-learning, often known as online learning, is the term commonly used all over the world, 

especially during the COVID-19 pandemic. However, the term has different meanings with 

various descriptions and opinions based on many authors' research fields or experiences. 

According to Tamm (2019), e-learning or online learning or electronic learning is the 

acquisition of knowledge by instruction and content delivered primarily through electronic 

technologies and media. Online learning is the application of the Internet and other significant 

technologies in creating materials for program management and educational objectives. (Fry, 

2001). Bates (2016) claims that online learning is a type of distant education in which a program 

is designed to be delivered entirely online. In addition, a few experts describe e-learning as the 

education given entirely through the Internet or web-based media. Online education, on the 

other hand, is defined as education offered exclusively through web-based media or through the 

Internet (Lee, 2017). Online education is described as the application of internet-based 

technologies to bridge the gap between teachers and students (Ryan & Young, 2015). 

Traditional educational institutions all around the globe have long made use of Internet-based 

learning, sometimes known as remote learning or online education (Bartley & Golek, 2004). E-

learning is defined by Singh and Thurman (2019) as the experience of learners in either 

synchronous or asynchronous scenarios utilizing a variety of devices (e.g., mobile phones, 

computers, and so on) that can connect to the Internet. The timing and location of teaching and 

learning activities change between asynchronous and synchronous learning. According to 

Alqurashi (2019), one key difference between asynchronous and synchronous online learning 

is the interaction between the learner and the material, as opposed to the teacher or other 

students. 

Previous studies on learners’ experience in e-learning  

As Talidong & Toquero (2020) point out, most schools still face difficulties in virtual learning 

because not all instructors and students are familiar with the applications of e-learning. As a 

result of the COVID-19 pandemic, students' online learning experiences have also revealed 



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24 
 

numerous difficulties, such as connectivity issues (Basuony et al., 2020), IT equipment 

problems (Bczek et al., 2021), a lack of opportunities for collaborative learning (Bczek et al., 

2021), and a lack of motivation for schoolwork (Niemi & Kousa, 2020). Basuony et al. (2020) 

found that 13.9% of Cairo students had internet connection concerns. In some rural cities in 

Indonesia, however, about two-thirds of the students complained about unreliable Internet, 

limited data, and improper study tools (Agung et al., 2020). Another factor is the accessibility 

of appropriate technological devices to satisfy the requirement for online learning. Nearly 76% 

of college students reported utilizing inadequate technology for online learning, with 15% using 

a laptop and 85% using a smartphone (Agung et al., 2020). Although online learning is still a 

difficult time, educators, teachers, and experts debated whether online learning could benefit 

all students. Kurucay and Inan claimed that (2017) there is some proof that online courses can 

boost students' achievement. According to Clark (2007), there is little evidence from the 

previous studies suggesting that well-prepared traditional learning is more effective than well-

prepared online learning and vice versa. In addition, Navarro & Shoemaker (2000) confirmed 

that students are quite satisfied with their online learning experiences, and their learning 

outcomes are comparable to or better than those of conventional. Another discussion, as stated 

in the study of Hoa Sen University in 2021, revealed that the university students favored e-

learning due to its flexibility and convenience. (Hoang & Tran, 2021). Beamish, Armistead, 

Watkinson, and Armfield (2002) also claimed cost efficiency, access, and flexibility as 

advantages. 

A great deal of evidence exists showing that no significant differences should be expected 

regarding the effectiveness of well-designed online learning compared with well-designed in-

person learning (Clark, 1983; Russell, 1999). However, not many students are willing to admit, 

adapt as well as respond positively to the implementation of online learning. According to Joshi 

et al. (2020), students consider that the most significant weaknesses of online learning are the 

lack of hands-on experience and lower quality of instruction, while the most significant threats 

are the vulnerability to scams or academic dishonesty, as well as societal skepticism about the 

quality of online education. In addition, according to Grundmann (2010), one important 

drawback of online courses is the lack of laboratory and hands-on experience. Students have 

different levels of acceptance of changes in the learning process. Age, cognitive capacity, and 

the students' interest in technology can impact this. Students tend to behave differently in online 

learning, with mature students expressing higher enthusiasm. Gender and the number of online 

experimental courses students take in a semester are two characteristics that substantially 

impact students' barriers to online learning (Muilenburg and Berge, 2005).  

Many teachers argue that online education is not a replacement for classroom instruction or 

other methodologies. It is only a temporary solution to our difficult situations. According to 

Pham, N. T., & Nghiem, H. V. (2022), while educators in the research acknowledged online 

education's benefits, they also reported that blended learning provided safer, better quality 

results for their students. Sigh & Thurman (2019) mentioned that online learning might also be 

seen as a way of utilizing technology to make the teaching-learning process more student-



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 3; 2022 

25 

centered, inventive, and adaptive. It has been discovered that technology employed as teaching 

tools or supportive media in education cannot replace the physical interactions between students 

and teachers. (Miller, 2020). In fact, Derouin et al. (2005) found in a review of prior research 

that it is difficult to determine that e-learning is more, less, or equally successful at the learning 

level as traditional classroom-based training. 

Research Questions  

 1. What is the high school students' experience on E-learning at Nguyen Trai High School? 

 2. How are Nguyen Trai High School students’ readiness and satisfaction with e-learning? 

 

Methods 

Pedagogical Setting & Participants 

The research was conducted at Nguyen Trai High School in Ninh Thuan province (former Duy 

Tan High School, built-in 1954) with a total school area of 15,000 m2. Over 60 years of 

establishment and development, the school has trained many generations of successful alumni 

and contributed to creating human resources for the development of the province. 

During the first semester of the school year 2021-2022 (September 2021 - January 2022), due 

to the impact of the COVID-19 epidemic, the whole school learned online. Specifically, all 

teachers and students had accounts on Microsoft Office's Teams system. On Teams, each class 

was divided into a group, and the teachers assigned to that class were added to that group. All 

teachers and students were guided to use Teams for learning and teaching with files and videos.   

An online period lasts 35 minutes instead of the usual 45 minutes. 

Most of the students participating in this study are in grade 11 of the school. In general, they all 

have average or higher academic ability and are able to use computers or smartphones to study. 

In addition, in the previous school year, 2020-2021, they were also familiar with online learning 

due to the COVID-19 epidemic. Although, at that time, online learning did not last for a whole 

semester like this year, it was interrupted from 1 to 2 weeks intervals.   

Design of the Study 

The survey was conducted to describe the experiences of high school students during the first 

semester of online learning. The survey questions were given out in Google form after the end 

of the 1st semester and the beginning of the 2nd semester when the students returned to face-to-

face learning at school. The writers adopted the questionnaire (Obidat, Alquraan & Obeidat, 

2020) to illustrate the aspects of the student's online learning experience. Research methods are 

both qualitative and quantitative. Quality is reflected when students were asked for opinions 

about the usefulness of online learning or satisfaction. The quantity is shown in tables as 

numbers and percentages.  

 



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Data collection & analysis 

The questionnaire consisted of 24 questions and was divided into eight parts. All of the 

questions were multiple-choice, 23 of which had a Likert scale with values ranging from 1 to 5 

(Strongly disagree, Disagree, No Opinion, Agree, Strongly Agree), only the last one asking 

about students' feelings ranging from 1 to 7 (Absolutely terrible, Very dissatisfied, Dissatisfied, 

Quite satisfied, Satisfied, Very satisfied and Absolutely delighted). 

 

Results/Findings and discussion 

Results in students’ experience in E-learning 

This study examined factors that characterize students' online learning experiences at the high 

school level. The data was collected through questionnaires administered to 174 participants 

who were enrolled in the Nguyen Trai high school. The questionnaire implemented at the end 

of the 1st semester gave a return rate of 100%. The analysis of the data revealed eight factors 

that characterize their online learning experiences, including (i) Perceived Ease of Use as (PE), 

(ii) Perceived Usefulness as (PU), (iii) Subjective Norm as (SN), (iv) Intention to Continuous 

Use as (IC), (v) Learning Community as (LM), (vi) Learning content as (LN), (vii) Learning 

Personalization as (LP), (vii) User satisfaction as (US). From the students' perspectives, the 

experience of taking advantage of the e-learning system reflected users' acceptance and 

satisfaction, social pressure, and quality of the online learning platform.   

Table 1. Perceived Ease of Use 

 Strongly 

 disagree 

Disagree Neutral Agree Strongly 

agree 

1. Learning to operate the e-learning 

system would be easy for me 

12/174   

( 7%) 

17/174 

(9.9%) 

82/174 

(48%) 

48/174 

(28.1%) 

12/174 

(7%) 

2. It would be simple for me to get the 

e-learning system to perform what I 

want it to accomplish. 

7/174 

(4.1%) 

13/174 

(7.6%) 

76/174 

(44.4%) 

66/174 

(38.6%) 

9/174 

(5.3%) 

3. It would be simple for me to learn 

how to use the e-learning system. 

6/174 

(3.6%) 

17/174 

(10.1%) 

73/174 

(43.2%) 

58/174 

(34.3%) 

15/174 

(8.9%) 

4. I believe the e-learning system is 

simple to utilize. 

9/174 

(5.3%) 

8/174 

(4.7%) 

73/174 

(42.7%) 

68/174 

(19.8%) 

13/174 

(7.6%) 

Nearly half of the students (48%) chose neutral when being asked whether it was easy for them 

to operate the system, whereas 28,1% agreed and 7% strongly agreed. The percentage of those 

who disagree and strongly disagree was slightly lower, at 9,9% and 7%, respectively. 

A similar pattern can be observed in the other three categories, with “neutral” making up the 

largest scale and more people turning to a positive attitude rather than the negative one.  

 

 



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27 

Table 2. Perceived Usefulness 

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

5. Using an e-learning system would 

help my learning. 

7/174 

(4.1%) 

17/174 

(9.9%) 

81/174 

(47.4%) 

50/174 

(59.2%) 

16/174 

(9.4%) 

6. Using an e-learning system to 

learn might boost my learning 

productivity. 

10/174 

(5.9%) 

26/174 

(15.3%) 

78/174 

(45.9%) 

39/174 

(22.9%) 

17/174 

(10%) 

7. Using an e-learning system might 

improve my learning efficacy. 

8/174 

(4.7%) 

22/174 

(12.9%) 

78/174 

(45.6%) 

48/174 

(28.1%) 

15/174 

(8.8%) 

8. I would find the e-learning system 

useful in learning 

9/174 

(5.3%) 

8/174 

(4.7%) 

64/174 

(37.4%) 

71/174 

(41.5%) 

19/174 

(11.1%) 

In terms of perceived usefulness, there was an insignificant variable in the table. Specifically, 

59.2% of the students agreed that utilizing the e-learning system would improve their learning, 

making it the first preference. “Neutral” ranked second with 47.4%, while the figures for 

"disagree" and "strongly agree" were relatively similar, at above 9%, and the percentage for 

"strongly disagree" was much lower. The same trend was reflected in “finding the system useful 

in learning”.  

With regards to the other two measurement scales, the number of people selecting “neutral” 

was dominant in both, followed by “agree”. Surprisingly, more people responded with 

“disagree” than those who strongly agreed and strongly disagreed.  

Table 3. Subjective Norm 

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

9. People who influence my behavior 

would think that I should use the e-

learning system for learning online 

13 

(7.6%) 

26 

(15.2%) 

86 

(50.3%) 

38 

(22.2%) 

8  

(4.7%) 

10. People that important to me 

believe that I should utilize an e-

learning system to learn online. 

6  

(3.5%) 

22 

(12.8%) 

82 

(47.7%) 

51 

(29.7%) 

1  

(6.4%) 

The writers explored how other people 'people who are important to students and those who 

have an influence on a student's decision-making) reacted to the implementation of e-learning. 

While most reported neutral, a mild but obvious trend emerged that people who influence 

children's behavior agreed more on applying e-learning platforms.  

 

 

 

 

 



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Table 4. Intention to continue the use 

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

11. I aim to continue utilizing the e-

learning system if I have access to it. 

8/174 

(4.7%) 

17/174 

(9.9%) 

76/174 

(44.2%) 

57/174 

(33.1%) 

14/174 

(8.1%) 

12. Given my access to the e-learning 

system, I anticipate that I would 

continue to use it. 

9/174 

(5.3%) 

9/174 

(5.3%) 

81/174 

(47.9%) 

59/174 

(34.9%) 

11/174 

(6.5 %) 

Some (around 34%) participants agreed to keep studying online, with only less than 10% 

strongly agreeing, but almost half (42-48%) felt neutral. A minority (10-15%) refused to 

continue using e-learning platforms in the future. This level of intention seems to reflect a quite 

high possibility of continuous use.  

Table 5. Learning Community 

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

13. I can easily discuss questions 

with other students thanks to the e-

learning system. 

10/174 

(5.8%) 

20/174 

(11.7) 

74/174 

(43.3%) 

53/174 

(31%) 

14/174 

(8.2%) 

14. The system of e-learning makes it 

easy for me to access the shared 

content from the learning community 

7/174 

(4.1%) 

6/174 

(3.5%) 

72/174 

(41.9%) 

63/174 

(36.6%) 

24/174 

(14%) 

15. The e-learning system makes it 

easy for me to discuss questions with 

my instructors 

8/174 

(4.7%) 

19/174 

(11%) 

79/174 

(45.9%) 

50/174 

(19.1%) 

16/174 

(9.3%) 

16. The e-learning system allows me 

to share what I learn with the learning 

community easily 

9/174 

(5.3%) 

11/174  

(6.4%) 

72/174 

(42.1%) 

63/174 

(36.8%) 

16/174 

(9.4%) 

Students were asked to think about the learning community they were involved in when 

studying online, and most (approximately 45%) neither agreed nor disagreed that the learning 

community enabled communication with instructors and peers and provided easy data 

accessibility. A lower but still relatively large proportion of participants agreed that it was 

simple for them to ask questions and exchange ideas with other students, while only some found 

it easy to discuss questions with teachers.  

 

 

 

 

 

 



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Table 6. Learning Content  

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

17. The e-learning system delivers 

current content. 

8/174 

(4.6%) 

14/174 

(8.1%) 

80/174 

(46.2%) 

54/174 

(31.2%) 

17/174 

(9.8%) 

18. The e-learning system provides 

content that exactly fits my needs 

9/174 

(5.3%) 

10/174 

(5.8%) 

86/174 

(50.3%) 

52/174 

(30.4%) 

14/174 

(8.2%) 

19. The e-learning system provides 

sufficient content 

6/174 

(3.5%) 

14/174 

(8.2%) 

86/174 

(50.6%) 

47/174 

(27.6%) 

17/174 

(10%) 

When asked about the characteristics of learning content, most students cited “neutral”. 31.2% 

of the respondents agreed that the content was up-to-date. More people agreed the content was 

innovative and exactly fits their needs rather than being sufficient, while content adequacy had 

a higher number of people who strongly agreed.  

Table 7. Learning Personalization  

 Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

20. The e-learning system enables me 

to learn the content I need 

9/174 

(5.3%) 

10/174 

(5.8%) 

78/174 

(45.6%) 

61/174 

(35.7%) 

13/174 

(7.6%) 

21. The e-learning system enables me 

to choose what I want to learn and 

content that exactly fits my needs 

6/174 

(3.5%) 

10/174 

(5.9%) 

84/174 

(49.4%) 

55/174 

(32.4%) 

15/174 

(8.8%) 

22. The e-learning system enables me 

to control my learning progress 

9/174 

(5.2%) 

12/174 

(7%) 

86/174 

(50%) 

51/174 

(29.7%) 

14/174 

(8.1%) 

23. My learning progress and 

performance are tracked by the e-

learning system. 

8/174 

(4.7%) 

 

8/174 

(4.7%) 

89/174 

(51.7%) 

56/174 

(32.6%) 

11/174 

(6.4%) 

While most participants reported a neutral attitude towards the learning personalization level 

that the platform offered, for some, it was negative. More than 30% reported the platform 

worked effectively in assisting students to achieve their goals and better control their learning 

pace.  

Table 8. User satisfaction 

 Absolutely 

terrible 

Very 

dissatisfied 

Dissatisfied Quite 

satisfied 

Satisfied Very 

satisfied 

Absolutely 

delighted 

25. How do 

you feel 

about your 

overall 

experience 

of the e-

learning 

system use? 

8/174 

(4.6%) 

5/174 

(2.9%) 

10/174 

(5.8%) 

65/174 

(37.6%) 

61/174 

(35.3%) 

18/174 

(10.4%) 

6/174 

(3.5%) 



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Overall, most of the participants showed a high level of satisfaction in e-learning, 73% were 

satisfied, and 14% were very satisfied or absolutely delighted when using the system. A 

minority of students revealed that the system did not fulfill their requirements. 5.8% were 

dissatisfied, and 7.5% were very dissatisfied or felt absolutely terrible.  

 

Discussion 

Perceived Ease of Use (PE) and Perceived Usefulness (PU) 

Previous research reveals two critical criteria among the numerous variables that may validate 

the experience of utilizing an online learning system (Davis, 1989). The first one is PE - 

Perceived Ease of Use, which is described as the level of confidence a user has about effortlessly 

using a certain scheme. In addition, Perceived Usefulness (PU) refers to how confident a user 

is in better performing their job with the support of a certain scheme. The participants in this 

study evaluated the efficiency of the system in e-learning. The majority of them shared the same 

agreement and belief that the system is a useful and effective instrument for building their 

knowledge. Furthermore, the easiness of the online learning platform was also surveyed. A 

good proportion of learners replied that the platform is straightforward to implement.  

According to the technology acceptance model, while there is a lack of rational measurement 

methods for interpreting user acceptance of e-learning systems (Davis, 1989), Perceived 

Usefulness (PU) and Perceived Ease of Use (PE) are quite important in terms of user 

acceptability(Abbad and Jaber, 2014). In other words, these two variables imply usage behavior 

and determine user technological acceptability. In terms of Perceived Usefulness and Perceived 

Ease of Use, this study finds that the users have an optimistic attitude toward the usage of e-

learning and the system value. This indicates a relatively high level of user satisfaction and user 

acceptance. Kurucay and Inan (2017) argued that there is some evidence that e-learning may 

improve students' performance. Whereas Derouin et al. (2005) discovered in a review of 

existing studies that it is difficult to tell if e-learning is more, less, or equally effective at the 

learning level as conventional classroom-based instruction. Clark (2007) also stated that 

previous research has not shown that well-prepared traditional learning is more successful than 

well-prepared online learning or vice versa.  

Subjective Norm (SN) 

Subjective norms refer to the individual’s perception of whether the significant others support 

their behavior. That is to say, subjective norms indicate a user's intention to use a technology 

system (Ajzen, 2022). In this study, two-thirds of people who are either important to students 

or have an influence on students' behavior agree that in current times, the e-learning system is 

a great source of learning as well as a good practice of knowledge sharing. While educators in 

the study recognized the advantages of online education, they also claimed that blended learning 

delivered safer, higher-quality outcomes for their students. (Pham, N. T., & Nghiem, H. V., 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 3; 2022 

31 

2022). It has been shown that the use of media and technology in the classroom is beneficial 

but that virtual interactions cannot fully replace face-to-face instruction (Miller, 2020).   

Intention to Continuous Use (IC) 

There is a correlation between Perceived Ease of Use, Perceived Usefulness, Subjective Norm, 

and Intention to Continuous Use in this study (Abbad and Jaber, 2014). The participants are 

shown to have quite a strong intention and motivation to continue using this online learning 

system in the future. Navarro & Shoemaker (2000) revealed that students are highly happy with 

their online learning experiences, and their learning results are equivalent to or better than 

traditional ones. Another debate, as indicated in the research of Hoa Sen University in 2021, 

demonstrated that university students liked e-learning owing to its flexibility and ease. (Hoang 

& Tran, 2021). 

Learning Community (LM) 

The learning community in this study includes conversations between learners and their peers 

and their instructor and data accessibility. It can be seen that there were effective online 

communities using technology in interactions and sharing. In this study, a large number of 

students agreed that they feel free to share their personal ideas and interact with their peers in a 

meaningful way. The reason why students do not have effective collaboration may lie in the 

fact that they do not feel comfortable enough to either discuss questions with their teacher 

privately or pose a public discussion. Ryan & Young (2015) mentioned that the term "online 

education" refers to the use of various forms of internet-based technology in order to facilitate 

communication between educators and their students. 

Learning Content (LN) 

Many (above 30%) participants reported that the system in e-learning provides greater value to 

the courses. The platform manages to cater to over 50% of online learners' needs despite the 

challenge that not all online learners have the same expectations, preferences, or learning goals. 

Moreover, the amount of knowledge was quite well controlled, so learners were made sure not 

to be cognitively overwhelmed. According to Fry (2001), online learning is defined as the 

application of the Internet and other significant technologies in the creation of materials for 

program management and educational objectives. 

Learning Personalization (LP) 

It is observed from the data that many learners (37,7%) are facilitated to manage his/her own 

learning progress. Around 42% of participants are able to personalize the experience by 

selecting the course content and using its multiple types. All of these allow learners to follow 

their own learning path and, as such, boost the quality and speed of education (Essaid, Hassan, 

and Adnani, 2011). So that is the reason why Singh and Thurman (2019) stated that e-learning 

is defined as the experience of learners in either synchronous or asynchronous scenarios 

utilizing a variety of devices (e.g., mobile phones, computers, and so on) that can connect to 

the Internet. 

https://www.researchgate.net/publication/283159988_E-Learning_personalization_based_on_Dynamic_learners%27_preference
https://www.researchgate.net/publication/283159988_E-Learning_personalization_based_on_Dynamic_learners%27_preference


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User satisfaction (US) 

The level of user satisfaction well correlates with the characteristics mentioned all above. Most 

(nearly 90%) students range from quite satisfied to absolutely delighted, which means that 

generally, the online learning system fulfills the learner’s needs. Ngo, D. H.(2021) stated that 

an increase in students' motivation to study might be expected if teachers become more skilled 

at using the Internet's benefits to design more engaging online classes. This means that students 

are more actively involved in their online education. 

 

Conclusion  

This study explored factors that characterize a learner's experience in online learning. The 

constructive attitude shown in every category suggested that students valued the e-learning 

tools. Specifically, the learning content and learning personalization have the strongest positive 

feedback towards the system.  

In spite of the perceived advantages of e-learning, this study points out that there is still room 

for improvement, especially in terms of usefulness. Consequently, operating e-learning courses 

should be considered with sensitivity to the effect positively on learners’ experience of online 

platforms, particularly for the accessibility of data in the learning community. 

Lastly, educators such as the school administrators, policymakers, and course designers may 

benefit from this study as data samples can assist in measuring students' acceptance, identifying 

the cause for rejection and determining the following strategy for correction, and speeding up 

the rate of adoption. 

Limitations of the Study 

It is thought that this research has certain constraints, reflecting on the sample size. Although 

the sample size of 174 is statistically significant, it is considered undersized compared to the 

total number of this high school, which is 1851. In addition, the collection of data was mainly 

limited to the students who were attending Nguyen Trai high school. As a result, it may not 

fully represent the diversity of attitudes in other regions. Future research should involve 

multiple high schools in different areas.   

 

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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. 

Ngo Thi Thanh Truc is working at Nguyen Trai high school as an English teacher at present. 

She used to be an English lecturer, admin of an English e-learning website, and academic 

supervisor. She finished her MA in TESOL at Victoria University in 2011. Her academic fields 

of interest are TESOL methodology, e-learning, English program and curriculum, and English 

pronunciation. 

 

 

https://doi.org/10.54855/ijte.222119

