Abstract
This quantitative study investigated Vietnamese higher education students’ engagement with synchronous online learning (SOL) during a heightened stage of the COVID-19 pandemic. Theoretically, we employed Engeström’s (1987) Cultural-Historical Activity Theory (CHAT) to guide our research theoretically and pedagogically, and to construct reliable methods of data collection instruments responsible for multiple quantifiable variables informed by previous literature and personal goals that best match students’ study and work objectives. Over our 6-month research, we examined 475 Vietnamese college students. Our research showed that when engaged in SOL, the higher education research participants had a positive learning experience, perceived growth, and received learning assistance, in response to our quantitative examination of exploratory factor analysis and our qualitative counterpart of theme-based analysis. In light of this study, it is our hope that, according to the quantitative data, our delivery of initial insights into Vietnamese higher education institutions can provoke institutional leadership and management boards to think more closely about how to advance teaching and learning quality.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
