The Factors Affect the Online Learning Behaviour of Students

Abstract

This article aims to analyze the factor affecting online learning (e-learning) of high-school and university students in Vietnam based on such models as the Theory of Reasoned Action (TRA – Fishbein & Ajzen, 1975); Theory of Planned Behavior (TPB - Ajzen, 1991); Technology Acceptance Model (TAM - Davis, 1989); C-TAM-TPB by Taylor and Todd (1995); and Unified Theory of Acceptance and Use of Technology (UTAUT) by Viswanath Venkatesh, Michael G. Moris, Gordon B. Davis, and Fred D (2003), and other related experimental studies. Based on the quantitative analysis results, it can be seen that among six factors that affect the online learning behavior of students, perceived behavioral control has the strongest impact, at 30.5%, the perceived ease of use affecting 28.7%, performance expectancy at 17.3% and facilitating conditions at 14.9%, social influence only at 12.3% and the risk of online learning harms students' behavior at -13.8%. By analyzing the advantages, disadvantages, and the degree of impact of factors affecting online learning behaviors, the research group makes some recommendations on applying a more effective online learning method, even after the Covid-19 pandemic is under control