The adoption of blended e learning technology in vietnam

The Adoption of Blended E-Learning
Technology in Vietnam

by

Tran Ngo Nhu Khanh

Submitted in Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy
in Information Technology
Assumption University

March, 2016


The Faculty of Science and Technology
Thesis Approval
Thesis Title: The Adoption of Blended E-Learning Technology in Vietnam
By: Tran Ngo Nhu Khanh
Thesis Advisor: Prof. Dr. Graham Winley
Academic Year: 2015
The Department of Information Technology in the Faculty of Science and Technology of
Assumption University has approved this final report of the Thirty Six Credits course, IT
9000 Dissertation, submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Information Technology.
Dissertation Committee:
_______________________

_________________________

(Prof. Dr. Graham Winley)

(Dr. Jittima Wongwuttiwat)

Advisor

Committee

_________________________
_______________________________________

(Asst.Prof. Dr. Adtha Lawanna)

(Assoc. Prof. Dr. Surapong Auwatanamongkol)
Committee

ME Representative

Faculty Approval:

___________________________

_____________________________________

(Prof. Dr. Graham Winley)

(Asst. Prof. Dr. Jirapun Daengdej)

Director

Dean

March/2016


The Faculty of Science and Technology
Declaration
This is to certify that the work presented in this thesis was carried out by the author in
the Department of Information Technology at Assumption University, Thailand and is
the result of original research conducted by the author, except where formally
acknowledged and/or referenced, and has not been submitted for a degree to any other
university or institution.
_______________________
_
(

)


ACKNOWLEDGMENTS
I would like to show my deep appreciation and gratitude to my advisor, Prof. Dr.
Graham Winley, for the patient guidance, enthusiasm, and mentorship he provided to
me. From the first day that I considered to propose the research topic through to
complete this dissertation, I always receive the encouragement and good advices from
him, and I am truly fortunate to have had the opportunity to work with him.
I sincerely thank the committee members, Dr. Jittima Wongwuttiwat, Asst.Prof. Dr.
Adtha Lawanna and Assoc. Prof. Dr. Surapong Auwatanamongkol for their friendly
guidance and valuable discussions.
I am thankful to staffs, instructors and students of Vietnam Cisco Networking
Academy for the data collection.

I would like to thank Vietnam Ministry of Education and Training for offering me
the opportunity to study abroad by a full scholarship.
A special thanks to my parents and my sisters. They were always supporting me
and encouraging me with their best wishes.
At the end I would like to express appreciation to my beloved wife for her
innumerable sacrifices. I only possibly pursued this final degree with her helping in all
of the parenting and household burdens.


TABLE OF CONTENTS
LIST OF FIGURES .........................................................................................................i
LIST OF TABLES ........................................................................................................iii
ABSTRACT ...................................................................................................................v
CHAPTER 1: INTRODUCTION...................................................................................1
1.1 Background ..........................................................................................................1
1.2 Research Questions ..............................................................................................6
1.3 Expected Outcomes..............................................................................................6
1.3.1 Contribution to Theory .................................................................................6
1.3.2 Contribution to Practice ................................................................................7
1.4 Scope of the Study................................................................................................7
1.5 Relationship to Previous Research .......................................................................8
1.6 Structure of Thesis .............................................................................................10
CHAPTER 2: RESEARCH DESIGN, PROCEDURES AND METHODOLOGY....11
2.1 Introduction ........................................................................................................11
2.2 Overview of the Research Procedures and Methods..........................................11
2.2.1 Development of a Proposed Theoretical Model .........................................11
2.2.2 Development of a Questionnaire ................................................................11
2.2.3 Sampling Procedures ..................................................................................12
2.2.4 Data Preparation and Preliminary Descriptive Analyses............................13
2.2.5 Development and Analysis of the Final Model ..........................................15

2.2.6 Interpretation of the Results and Conclusions ............................................15
2.3 Research Design.................................................................................................16
2.4 Structural Equation Modeling Analysis .............................................................16
2.5 Conclusion..........................................................................................................19
CHAPTER 3: LITERATURE REVIEW......................................................................20
3.1 Introduction ........................................................................................................20
3.2 Definitions of Terms in the Title of the Topic ...................................................20
3.3 Overview of Recent Studies...............................................................................23
3.4 Overview of Studies in Vietnam ........................................................................23
3.5 Model and Frameworks used in Previous Studies .............................................24
3.6 Model Variables .................................................................................................53
3.7 Conclusion..........................................................................................................62
CHAPTER 4: THEORETICAL MODEL AND MEASUREMENT ...........................64
4.1 Introduction ........................................................................................................64
4.2 The Theoretical Model and Research Hypotheses.............................................64
4.3 Definitions and Measurement of Model Variables ............................................66
4.4 Conclusion..........................................................................................................68
CHAPTER 5: DATA PREPARATION AND PRELIMINARY DATA ANALYSES
......................................................................................................................................69
5.1 Introduction ........................................................................................................69
5.2 Data Preparation.................................................................................................69
5.3 Data Analyses.....................................................................................................74


5.3.1 Profile of Respondents................................................................................75
5.3.2 Descriptive Statistics ..................................................................................75
5.4 Conclusion..........................................................................................................81
CHAPTER 6: MODEL ANALYSIS AND DEVELOPMENT....................................82

6.1 Introduction ........................................................................................................82
6.2 Analysis of the Modified Theoretical Model .....................................................82
6.3 Development of Final Model .............................................................................85
6.4 Conclusion..........................................................................................................88
CHAPTER 7: INTERPRETATION OF RESULTS AND CONCLUSIONS ..............89
7.1 Introduction ........................................................................................................89
7.2 Interpretation of the Findings.............................................................................89
7.2.1 The Relationships among Model Variables and Characteristics of
Respondents .........................................................................................................89
7.2.2 Discussion of Effects in the Final Model ...................................................90
7.2.3 Research Hypotheses and Comparison of the Findings with Results from
Previous Studies...................................................................................................92
7.2.4 New Results Not Reported in Previous Studies .........................................95
7.3 Practical Implications of the Findings................................................................96
7.4 Limitations of the Study.....................................................................................98
7.4.1 Measurement Reliability and Validity........................................................98
7.4.2 Reliability and Validity of the Overall Research Design and Results ......100
7.5 Future Research................................................................................................102


REFERENCES ...........................................................................................................103
APPENDIX: NOTATED QUESTIONNAIRE ..........................................................111


LIST OF FIGURES
Figure 1-1: 2013-2018 top ten self-paced eLearning five-year growth rates in Asia by
country (AmbientInsight, 2014). ....................................................................................2
Figure 1-2: Asia’s top ten Internet users.........................................................................3
Figure 3-1: The progressive convergence of traditional face-to-face and distributed
environment. .................................................................................................................22

Figure 3-2: Theory of Reasoned Action (TRA) (Ajzen and Fishbein, 1980)...............25
Figure 3-3: Theory of Planned Behavior (TPB) (Ajzen 2006).....................................26
Figure 3-4: Technology Acceptance Model (TAM) (Davis et al., 1989).....................28
Figure 3-5: Social Cognitive Theory (Bandura, 1986). ................................................29
Figure 3-6: The UTAUT model (Venkatesh et al., 2003). ...........................................30
Figure 3-7: Acceptance of blended learning course (Tselios et al., 2011) (Pre-use final
model). ..........................................................................................................................31
Figure 3-8: Acceptance of blended learning course (Tselios et al., 2011) (Post-use
final model)...................................................................................................................32
Figure 3-9: Model of behavioral intention towards blended learning (Hsieh et al.,
2014) (Tested model)....................................................................................................33
Figure 3-10: User acceptance of MMLS model based on TAM by Saadé et al. (2007)
......................................................................................................................................34
Figure 3-11: Research model result comparing with previous study of the same author
(Saadé et al., 2007). ......................................................................................................34
Figure 3-12: Acceptance of asynchronous e-learning by Park (2009) (Tested model).
......................................................................................................................................36
Figure 3-13: Acceptance of asynchronous e-learning by Park (2009) (Final model). .37

i


Figure 3-14: Model of individual differences in technology acceptance (Agarwal and
Prasad, 1999) (Theoretical model). ..............................................................................40
Figure 3-15: Model of individual differences in technology acceptance (Agarwal and
Prasad, 1999) (Final model). ........................................................................................41
Figure 3-16: Effect of user personality on technology acceptance (Devaraj et al.,
2008) (Final model). .....................................................................................................44
Figure 3-17: The fully mediated model for e-learning use (Pituch and Lee, 2006)
(Tested model). .............................................................................................................46

Figure 3-18: The partially mediated model for e-learning use (Pituch and Lee, 2006)
(Tested model). .............................................................................................................47
Figure 3-19: Student’s learning satisfaction in BELS environment (Wu et al., 2010)
(Tested model). .............................................................................................................50
Figure 3-20: Student’s learning satisfaction in BELS environment (Wu et al., 2010)
(Final model). ...............................................................................................................51
Figure 3-21: Model of e-learning acceptance of offshore program in Vietnam (Vu et
al., 2011) (Tested model).............................................................................................53
Figure 4-1: Theoretical model. .....................................................................................64
Figure 5-1: Modified theoretical model........................................................................73
Figure 6-1: Modified theoretical model........................................................................82
Figure 6-2: The final model. .........................................................................................86

ii


LIST OF TABLES
Table 1.1: World Internet usage and population statistic at June 30, 2014 ....................3
Table 1.2: Feature summarization of four relevant previous studies..............................9
Table 2.1: Heuristic for assessing internal consistency reliability ...............................14
Table 3.1: Previous studies on individual’s e-learning acceptance and the role of
individual differences on technology acceptance .........................................................23
Table 3.2: Previous studies in individual’s e-learning adoption in Vietnam................24
Table 3.3: Definition of TAM variables (Davis et al., 1989) .......................................54
Table 3.4: Five personality traits definitions (Migliore, 2011) ....................................55
Table 4.1: Research hypotheses....................................................................................65
Table 4.2: Operational definitions for the model variables ..........................................66
Table 4.3: Measurement of model variables.................................................................67
Table 5.1: Final Factor analysis....................................................................................69
Table 5.2: Cronbach alpha coefficients ........................................................................72

Table 5.3: Modified research hypotheses .....................................................................73
Table 5.4: Gender and Experience................................................................................75
Table 5.5: Age and Education ......................................................................................75
Table 5.6: Descriptive Statistics ...................................................................................76
Table 5.7: Comparison of means with the neutral value 3...........................................77
Table 5.8: Gender differences.......................................................................................78
Table 5.9: BELS experience differences ......................................................................79
Table 5.10: Correlations ...............................................................................................80
Table 6.1: Direct effects in the modified theoretical model .........................................83
Table 6.2: Interpretation of model fit statistics.............................................................84
Table 6.3: Fit statistics for the modified theoretical model. .........................................85
iii


Table 6.4: Direct effects are candidates to be deleted from the modified theoretical
model. ...........................................................................................................................85
Table 6.5: Fit statistics for the final model. ..................................................................86
Table 6.6: Analysis of all effects in the final model.....................................................87
Table 7.1: Summary based on total effects in the final model .....................................90
Table 7.2(a): Hypotheses supported by the findings ....................................................93
Table 7.2(b): Hypotheses partially supported by the findings......................................94
Table 7.2(c): Hypotheses not supported by the findings ..............................................95
Table 7.3: New findings involving statistically significant effects ..............................95
Table 7.4: Practical objectives and actions to increase the attitude towards using BELS
......................................................................................................................................96
Table 7.5: Practical means associated with actions in Table 7.4..................................97

iv

ABSTRACT
A Blended E-learning System (BELS) is defined as a teaching system that
integrates multiple learning delivery methods including a common face-to-face
classroom environment with asynchronous and/or synchronous online learning. These
methods are combined in such a way that one is strengthened by the other so that the
overall result is better than the best of any of the constituent elements. BELS can
eliminate time, place, and situational barriers, while still enabling high quality
interactions

between

teachers

and

students.

Consequently,

this

mode

of

teaching/learning has been proposed as promising alternative instructional solution
designed to relieve e-learning problems and increase the adoption of e-learning.
This study aimed to investigate the primary factors that influence student attitudes
toward BELS in Vietnam. Based on prior literature a theoretical model is formulated
by the revision and extension of original Technology Acceptance Model (TAM) with

external factors classified into three groups: System Characteristics; Socio-cultural
Factors; and Individual Differences. The theoretical model is analyzed and developed
using data collected by questionnaire from a sample of 396 students involved in a
BELS environment in Vietnam.
Several theoretical findings from previous studies are confirmed but there are new
findings concerned with important indirect effects on the learner’s attitude caused by:
(a) the extent to which the BELS provides flexible access to instructional/assessment
media (System Functionality); (b) the individual’s ability to use language as a
studying tool (Language Capability); and (c) the extent of the interactions among
students and faculty (Interaction). Each of these indirect effects operates by directly
increasing the individual’s belief that using the BELS is easy (Perceived Ease of Use)
which in turn produces an improved attitude towards the BELS. Also, System
v


Functionality has an important indirect effect on the learner’s attitude to the BELS by
increasing the learner’s perceptions that the information and the manner in which it is
presented in the BELS are appropriate (Content Feature) which then produces a
definite improvement in the learner’s attitude to the BELS.
From a practical perspective a hierarchy of objectives and associated actions are
suggested for improving the learner’s attitude toward the BELS. These practical
implications are expected to be of interest to education professionals and BELS
developers and the actions relate directly or indirectly to: (a) increasing the extent of
the interactions among students and faculty; (b) increasing the individual’s perception
that the BELS is easy to use; (c) improving the learner’s language skills; (d) ensuring
that the BELS provides flexible access to instructional/assessment media; and (e)
ensuring the appropriateness of the information and its presentation in the BELS.

vi

CHAPTER 1: INTRODUCTION
1.1 Background
Nowadays, the Internet as well as information and multimedia technology have
changed traditional teaching and learning techniques into new methods. They have
been increasingly considered as one of the most vital means of offering students
shared learning resources, information, and knowledge. These new methods are
known as e-learning and are used to facilitate learning process by employing tools or
procedures based on information technology (Huynh and Le Thi, 2014).
E-learning is mostly associated with activities involving computers and interactive
networks simultaneously. The computer and the network hold a significant
involvement in the learning activity. Some terms are widely used interchangeably with
e-learning such as Web-based learning, online learning, and distance learning.
However, these terms represent concepts with subtle, yet consequential differences
(Tsai and Machado, 2002). Khan (2001) and Hall (1997) associate Web-based
learning with Web browser technology, often delivered via the Internet or intranets.
Much of the literature associates e-learning with Web-based learning over the Internet
(Driscoll, 2002; Horton, 2000; Rosenberg, 2000). Schank (2001) refers to learning
activities involving computer networks as e-learning, and stresses that e-learning is
not merely distance learning. The concept of online learning predates the appearance
of the Web, but most recent publications about online learning refer to materials
delivered over the Internet or intranets (Malopinsky et al., 2000; Schank, 2001).
Distance learning involves interaction at a distance between an instructor and learners,
and enables timely interaction between instructors and learners. Simply posting or
broadcasting learning materials to learners is not distance learning. Instructors must be
involved in receiving feedback from learners (Tsai and Machado, 2002).
1


Since the first e-learning courses were launched in 1998, e-learning business has

gone global and the competition is fierce. The U.S. & Europe utilize 70 percent of the
world’s e-learning, but Asia Pacific is gaining ground, with e-learning markets of
Vietnam and Malaysia growing fastest (CertifyMe.net, 2013). Asia has the world’s
highest regional growth rate for e-learning, of 17.3 percent. Revenues from the sale of
e-learning reached $5.2 billion in 2011 and are expected to more than double to $11.5
billion by 2016. Throughout the whole of Asia, Government-funded projects related to
literacy development in rural areas are a major driver for the introduction of e-learning
(Docebo, 2014). According to the forecast of Ambient Insight, Vietnam will be one of
the top ten countries with the highest self-paced e-learning growth rates in the world
as well as in the Asia region in the period 2013-2018 (AmbientInsight, 2014).

Figure 1-1: 2013-2018 top ten self-paced eLearning five-year growth rates in Asia by
country (AmbientInsight, 2014).
The growth in the e-learning market is also the result of rising Internet usage, and
declining telecommunication costs. Table 1.1 describes the growth of Internet usage in
different regions of the world across in the period of 2000-2014. It is noted that Asia

2


has the largest number of Internet users and the largest population. The growth rate of
Internet users in Asia over the period of 2000-2014 (1,112.7 percent) is significantly
higher the worldwide growth (741 percent).
Table 1.1: World Internet usage and population statistic at June 30, 2014
World Regions

Population
(2014 Est.)

Africa

Asia
Europe
Middle East
North America
Latin America
Oceania/Australia
World total

1,125,721,038
3,996,408,007
825,824,883
231,588,580
353,860,227
612,279,181
36,724,649
7,182,406,565

Internet
Internet
Users
Users
Dec. 31,
Latest Data
2000
4,514,400
297,885,898
114,304,000 1,386,188,112
105,096,093
582,441,059
3,284,800

111,809,510
108,096,800
310,322,257
18,068,919
320,312,562
7,620,480
26,789,942
360,985,492 3,035,749,340

Penetration
(Percentage
Population)

Growth
20002014

26.5
34.7
70.5
48.3
87.7
52.3
72.9
42.3

6,498.6
1,112.7
454.2
3,303.8
187.1

1,672.7
251.6
741.0

Source: />
Figure 1-2 shows that Vietnam is 7th in top ten Internet countries by Internet users
in Asia.

Source: />
Figure 1-2: Asia’s top ten Internet users.

3


From the year 2000s, Vietnam Government has identified e-learning as a key factor
to drive educational growth. Therefore, several policies have been issued in an effort
to promote the development of e-learning in Vietnam. Directive 58-CT/TW which
was issued by the Poliburo on promoting the application and development of
information technology to serve the industrialization and modernization in Vietnam
stated the directives to promote the application of information technology in education
and training at all educational levels, grades and disciplines; to develop the forms of
distance education to serve the learning needs of society; and to specially focus on the
development of computer network for education and training, the Internet connectivity
to all educational institutions. (Anh, 2012).
The Vietnam government’s first e-learning project was EduNet portal launched by
Ministry of Education and Training (MOET) in 2004 with the main goal to introduce
content digitalization in school systems. In March 2005, Vietnamese Moodle
community was set up. To develop the information technology infrastructure in
educational sector, the government has an agreement with the telecom
operator Viettel, which provides free Internet access (72 percent of which is

broadband) to all 29,500 schools reaching over 26 million students and teachers in
the country (AmbientInsight, 2014). In May 2014, the MOET and Viettel signed the
phase 2 corporation agreement to use the deployed infrastructure to enhance eeducation with various ICT applications, such as e-books, e-schools, and e-learning in
the period 2014-2020 (BaoMoi.com, 2014).
Although e-learning may increase access flexibility, eliminate geographical
barriers, improve convenience and effectiveness for individualized and collaborative
learning, certain shortcomings exist such as lack of peer contact and social interaction,
high initial costs for preparing multimedia content materials, substantial costs for
4


system maintenance and updating, as well as the need for flexible tutorial support
(Wu, Tennyson, et al., 2008; Yang and Liu, 2007). Furthermore, learning online is a
solo act for the most part, which possibly give the learner the feeling that they are
acting completely alone. Students in virtual e-learning environments may feel a sense
of isolation, frustration and confusion or reduced interest in the subject matter (Wu et
al., 2010).
With concerns and dissatisfaction with e-learning, educators are searching for
alternative instructional delivery solutions to relieve the problems and raise the user’s
e-learning adoption. The blended e-learning system (BELS) has been presented as a
promising alternative learning approach (Graham, 2006). BELS refers to an
instructional system that combines multiple learning delivery methods, including most
often face-to-face classroom with asynchronous and/or synchronous online learning. It
is characterized as maximizing the best advantages of face-to-face and online
education. These methods are integrated in the such way that the strengths of each are
fused so that the result is greater than the best of the single constituting elements
(Garrison, 2011). Means et al. (2009) found that the instruction combining online and
face-to-face elements had a larger advantage relative to purely face-to-face instruction
than did purely online instruction. This finding strongly suggests a distinct advantage
of blended learning over not only face-to-face but online learning as well. However,

BELS environments differ from a typical classroom and virtual e-learning. Thus, there
is a need for more in-depth research to understand the determinants affecting student
perception of BELS contexts and their correlations (Wu et al., 2010).
As noted above, several policies have been implemented to promote the
development of e-learning in Vietnam. However, the success of e-learning is not only
relies on the support of government and managers but also on leaner acceptance which

5


has an important influence on the adoption of e-learning. E-learning in Vietnam is in
an early stage and there are only a limited number of studies in e-learning acceptance,
especially research in the context of blended learning (Huynh and Le Thi, 2014;
Nguyen et al., 2014; Vu et al., 2011). To address the lack of research on this topic in
Vietnam, the purpose of this study is to investigate the primary factors that influence
student attitudes towards a blended e-learning system (BELS) in Vietnam.
1.2 Research Questions
This study addresses four specific and related research questions:
Question 1: What are the factors that affect a student’s attitude towards using a
blended e-learning system (BELS) in Vietnam?
Question 2: What are the relationships among the factors identified in Question 1?
Question 3: Which relationships identified in Question 2 represent significant causal
effects?
Question 4: What are the theoretical and practical implications of the findings?
1.3 Expected Outcomes
This study will develop a causal model of important factors that determine the
learner’s attitude towards BELS. Consequently, the findings are expected to contribute
to the growing body of theory concerned with blended learning and to provide the
advice for practitioners who have interests in blended learning development.
1.3.1 Contribution to Theory

First, this study will contribute to the development of theoretical models that
explain the technology acceptance in general. Second, the findings will contribute to a
theoretical understanding of the factors and the relationship among those factors that

6


affect the attitude of learner towards BELS. And third, the findings will contribute to
understanding the effect of aspects of culture on the adoption of BELS in Vietnam.
1.3.2 Contribution to Practice
From a practical perspective, this study is expected to have important implications
for those responsible for developing e-learning in Vietnam. The study provides
insights for educational institutions wanting to combine e-learning with traditional
classroom instruction. Educational managers can make better decisions on designing
good education programs using blended learning. It also provides insights for
organizations in the public and private sectors which aim to provide or employ
blended learning services. In particular, this study provides insights into the factors
affecting learners’ perception on training programs in blended learning context.
1.4 Scope of the Study
The participants in the study are students undertaking Cisco Networking
Academy’s training programs in Vietnam using BELS. The need for subjects to be
currently involved in the use of BELS is considered very important in relation to the
validity and reliability of the study. The participants are at least 18 years of age and
they are undertaking Cisco Networking Academy’s training programs in academies in
three cities in Vietnam (Ha Noi, Ho Chi Minh, and Da Lat).
The Cisco Networking Academy (CNA) program is a comprehensive blended
learning program which was originally developed by Cisco Systems. The main
objective of the program is to prepare students for industry standard certification tests
and careers in networking and information technology. There are four key components
to the CNA environment: (a) a centralized curriculum distributed over the Internet; (b)

standards-based testing distributed over the Internet; (c) locally customized
instruction; and (d) an instructor support system for training, support, and certification
7


(Dennis et al., 2006). The academy provides a blended e-learning system
(www.netacad.com) that integrates a variety of functions to facilitate learning
activities. The CNA program has been implemented in Vietnam for 14 years and more
than 65,000 students have been trained. The most popular program offered in Vietnam
academies is the Cisco Certified Network Associate (CCNA) program. According to
the statistics for the Cisco Networking Academy in 2014, there are approximately
12,000 students who are attending the courses of the academy in Vietnam (VNU-ITP,
2014).
1.5 Relationship to Previous Research
There are several related studies have been conducted in e-learning as well as
blended learning setting which are systematically and thoroughly reviewed in chapter
3. These studies have concerned different aspects of blended learning acceptance
including: individual differences (Cheng, 2011; Punnoose, 2012; Sánchez and Hueros,
2010; Vu et al., 2011; Wu et al., 2010), system characteristics (Cheng, 2011; Pituch
and Lee, 2006; Wu et al., 2010), technological characteristics (Sánchez and Hueros,
2010; Vu et al., 2011), and socio-cultural factors (Cheng, 2011; Punnoose, 2012; Vu
et al., 2011; Wu et al., 2010). However, there is lack of a comprehensive theoretical
model that examines key factors affecting the adoption of blended learning, especially
models tested in the context of blended learning in Vietnam. This study addresses this
problem by developing a model of factors that influence the learner’s attitude towards
blended e-learning system (BELS) in Vietnam. Along with system characteristic
factors, constructs reflect cultural characteristics, such as personality traits and
language capability, are included in the research model in order to investigate their
possible effects on an individual’s perception on BELS in the context of Vietnam.

8


Most of previous studies mentioned above used quantitative methods and used a
survey questionnaire method to collect data in order to archive explanatory results.
They set out to test theoretical models and hypotheses related to causal relationships
or correlations among constructs. The Technology Acceptance Model (TAM) of Davis
(1985) is the most influential model that has been used in previous e-learning studies.
However, blended learning acceptance is more than a technology usage decision and
the TAM model needs to be modified or extended to be an adequate theoretical model
for blended learning. Various extensions of the TAM model in recent studies have
produced useful and significant results for the development of the proposed theoretical
model in this study. In particular, this study is mainly informed by four studies
described in Table 1.2.
Table 1.2: Feature summarization of four relevant previous studies
Related Study
Pituch and Lee
Wu et al. (2010)
(2006)
The acceptance of a The influence of
Student satisfaction
Project blended learning
system
in a blended efocus
university course characteristics on e- learning system
learning use
environment
Perceived
System
Computer SelfUsefulness,

Functionality,
efficacy, System
Perceived Ease of System
Functionality,
Use, Attitude,
Interactivity,
Content Feature,
Behavioral
System Response, Interaction,
Intention
Self-Efficacy,
Performance
Internet
Expectations,
Experience,
Learning Climate,
Variables
Perceived
Learning
Satisfaction
Usefulness,
Perceived Ease of
Use, Perceived
Usefulness,
Perceived Ease of
Use, Use for
Distance Education
Explanatory field Explanatory field Explanatory field
study using data
study using data

study using data
Design
collected by
collected by
collected by
questionnaire
questionnaire
questionnaire
232 students in a
259 students in a
212 university
Participants
Greek’s university Taiwan’s college students in Taiwan
Feature of
the Study Tselios et al. (2011)

9

Punnoose (2012)
Determinants of
intention to use
eLearning program
Openness,
Neuroticism,
Agreeableness,
Conscientiousness,
Extraversion,
Computer Selfefficacy, Perceived
Ease of Use,
Perceived

Usefulness,
Perceived
Enjoyment,
Subjective Norms,
Behavioral
Intention
Explanatory field
study using data
collected by
questionnaire
249 e-learning
master program


students in
Thailand
Quantitative using Quantitative using Quantitative using Quantitative using
Analysis structure equation structure equation structure equation structure equation
modelling analysis modelling analysis modelling analysis modelling

1.6 Structure of Thesis
Chapter 1 introduces background knowledge about the research topic; the research
questions; expected outcomes; the scope of study and the relationships with previous
studies.
Chapter 2 presents the research design and methodology used in the study and
includes a discussion of: sampling procedures; questionnaire construction and
administration; and data preparation and analysis methods.
Chapter 3 presents a comprehensive review of previous related studies. In
particular, this review presents the motivation for the variables and their relationships
which are included in a proposed theoretical model in chapter 4.

Chapter 4 presents the theoretical model which is derived from the content of the
literature review, research hypotheses concerning the relationships among variables,
and the definitions and measurement of the variables.
Chapter 5 prepares the data collected by questionnaire from the respondents and to
do preliminary statistical analyses of the data in preparation for the testing and the
development of the theoretical model using structural equation modelling (SEM)
techniques in the next chapter 6.
Chapter 6 presents the results of the SEM analyses of the modified theoretical
model and its development to form a final model.
Chapter 7 presents an interpretation and discussion of findings of the study.
Practical implications and limitations of the study are also discussed. The chapter
concludes with suggests directions for possible further research based on the findings
and limitations of the study.
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CHAPTER 2: RESEARCH DESIGN, PROCEDURES AND
METHODOLOGY

2.1 Introduction
This chapter describes the research design, methods, and procedures used in the
study. An overview of the research procedures used in the study is presented first. For
some procedures further information is described in following sections of the chapter.
2.2 Overview of the Research Procedures and Methods
The research procedures and methods are discussed in approximately the order in
which they are conducted.
2.2.1 Development of a Proposed Theoretical Model
The literature review in chapter 3 presents a comprehensive literature review of
existing theory derived from previous studies related to the study of the adoption of
blended e-learning systems (BELS). Based on this review a theoretical model is

presented in chapter 4 which incorporates variables which are considered to be
determinants for an individual’s attitude towards BELS. In chapter 4 the
operationalization and measurement of the variables in the theoretical model is
discussed together with the formulation of a set of research hypotheses which are
related to the direct effects in the theoretical model.
2.2.2 Development of a Questionnaire
A self-administered structured questionnaire designed to measure the variables in
the theoretical model and other variables used to determine a personal profile of the
respondents was prepared in both the English and Vietnamese languages. The
questionnaire uses measuring instruments from previous studies as described in
chapter 4 in order to improve the validity and reliability of the measures.
The questionnaire is divided into two sections:
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