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Data on Vietnamese Students’ Acceptance of Using VCTs for Distance Learning during the COVID-19 Pandemic

Author

Listed:
  • Duc-Hoa Pho

    (Hanoi National University of Education, Dich Vong Hau, Cau Giay, Hanoi 10000, Vietnam)

  • Xuan-An Nguyen

    (Vietnam National Institute of Educational Sciences, Hoan Kiem, Hanoi 1000, Vietnam)

  • Dinh-Hai Luong

    (Vietnam National Institute of Educational Sciences, Hoan Kiem, Hanoi 1000, Vietnam)

  • Hoai-Thu Nguyen

    (Vietnam National Institute of Educational Sciences, Hoan Kiem, Hanoi 1000, Vietnam)

  • Thi-Phuong-Thao Vu

    (Vietnam National Institute of Educational Sciences, Hoan Kiem, Hanoi 1000, Vietnam)

  • Thi-Thuong-Thuong Nguyen

    (Vietnam National Institute of Educational Sciences, Hoan Kiem, Hanoi 1000, Vietnam)

Abstract

The outbreak of COVID-19 at the beginning of 2020 has heavily influenced education all around the world. In Vietnam, educational institutes were suspended, and distance learning was conducted to ensure students’ learning process, with distance learning occurring mainly via video conferencing tools (VTCs). The purpose of this paper is to provide data on Vietnamese students’ acceptance of using VCTs in distance learning during the COVID-19 pandemic through an extended technology acceptance model (TAM) and structural equation modeling (SEM) method. This study used the TAM of Venkatesh and Davis. The questionnaire was designed based on Venkatesh and Davis and Salloum et al.’s scale. An online survey with snowball sampling was selected in April. The final dataset consisted of 277 valid records. This data descriptor presented descriptive statistics (mean, standard deviation), internal consistency (Cronbach’s alpha), reliability and validity measures (composite reliability, average value extracted test), and factor loading of items of eight factors: output quality, computer playfulness, subjective norm, perceived usefulness, perceived ease of use, attitude towards to use, behavioral intention to use, and actual system to use. Results indicated that external factors such as subjective norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students’ perceived usefulness and acceptance of VCTs in distance learning.

Suggested Citation

  • Duc-Hoa Pho & Xuan-An Nguyen & Dinh-Hai Luong & Hoai-Thu Nguyen & Thi-Phuong-Thao Vu & Thi-Thuong-Thuong Nguyen, 2020. "Data on Vietnamese Students’ Acceptance of Using VCTs for Distance Learning during the COVID-19 Pandemic," Data, MDPI, vol. 5(3), pages 1-6, September.
    • Handle: RePEc:gam:jdataj:v:5:y:2020:i:3:p:83-:d:412251
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    References listed on IDEAS

    as
    1. Hair, Joe F. & Howard, Matt C. & Nitzl, Christian, 2020. "Assessing measurement model quality in PLS-SEM using confirmatory composite analysis," Journal of Business Research, Elsevier, vol. 109(C), pages 101-110.
    2. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
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    Cited by:

    1. Pongpon Nilaphruek & Pattama Charoenporn, 2023. "Knowledge Discovery and Dataset for the Improvement of Digital Literacy Skills in Undergraduate Students," Data, MDPI, vol. 8(7), pages 1-16, July.
    2. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar & Lokman Mohd Tahir, 2022. "A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps," Sustainability, MDPI, vol. 14(18), pages 1-25, September.

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