Digital Transformation in Higher Education from Online Learning Perspective: A Comparative Study of Singapore and Vietnam

Autor/inn/en	Nguyen-Anh, Tuan; Nguyen, Anh T; Tran-Phuong, Chi; Nguyen-Thi-Phuong, Anh
Titel	Digital Transformation in Higher Education from Online Learning Perspective: A Comparative Study of Singapore and Vietnam
Quelle	In: Policy Futures in Education, 21 (2023) 4, S.335-354 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen-Anh, Tuan) ORCID (Nguyen, Anh T)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103221124181
Schlagwörter	Educational Change; Higher Education; Cross Cultural Studies; COVID-19; Pandemics; Online Courses; Foreign Countries; Preferences; Universities; Student Attitudes; Technological Literacy; Teacher Attitudes; College Faculty; College Students; Administrator Attitudes; Validity; Reliability; Usability; Barriers; Teaching Methods; Learning Processes; Singapore; Vietnam + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural comparison; Kulturvergleich; Online course; Online-Kurs; Ausland; University; Universität; Schülerverhalten; Technisches Wissen; Lehrerverhalten; Fakultät; Collegestudent; Gültigkeit; Reliabilität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Singapur
Abstract	Digital transformation has been inevitable in all socio-economic fields, including higher education. Recently, under the burden of the COVID-19 pandemic, many universities have to change their entire teaching systems to online learning to ensure their students' learning is not interrupted. Thus, it is essential to study how universities' students, educators, and administrators perceive online learning in different countries. To this aim, this study investigates the factors affecting university members' preference for online learning in Singapore and Vietnam. Using a cross-country sample with a sound theoretical framework of the Technology Acceptance Model (TAM), we found that each member group in the university was influenced by a different weight of factors. Specifically, students' preference for online learning is most affected by their technical skills. Meanwhile, educators and administrators are influenced mainly by the perceived usefulness of online learning and practice conditions, respectively. We further conducted multi-group testing and confirmed the certain separation in online learning preferences of observed objects between the two countries. Overall, this paper enriches the literature on online education, and has important implications for educational policymakers and university stakeholders both during and after the pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01