Factors effecting learners’ satisfaction with online short courses and recommendations for developing MOOCs in Vietnam

Abstract

MOOCs have become a phenomenon in the USA and gradually spread out to other countries. However, MOOCs is still a new concept to the majority of Vietnamese. Based on the literature gap, this study integrated three theoretical models, which are Independent Learning and Teaching (ILT), DeLone and McLean Information System Success (D&M ISS), and Expectation Confirmation Model (ECM) in order to build an analytical framework for measuring the factors impacting online short course learner’s satisfaction. The primary data was collected from 218 participants. The quantitative method was used to measure the levels of the factors affecting learner satisfaction, including instructors, video content, peer interaction, website, and course design, counselors, technical support, and flexibility. The research results show that the impacts of each factor are varied. Hence, recommendations for developing MOOCs in Vietnam are provided.