Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize, manage, and control their learning process. In this study, the authors tested the correlations between student satisfaction and academic achievement involving student characteristics, self-regulated learning, and Internet self-efficacy. Data were collected from 750 undergraduate students responding to an online survey questionnaire. To examine the correlation between factors in this research, a correlation analysis approach in SPSS 25 was utilized. Qualitative data were coded using MAXQDA in order to figure out other factors affecting student satisfaction. The results of the research showed Internet self-efficacy, self-regulated learning, student satisfaction, and academic achievement were significantly correlated with each other whereas gender and students’ prior experience online were perceived to highly correlate with those constructs as well. Qualitative results indicated factors impacting students’ satisfaction in online learning and supported most part of the quantitative results. Pedagogical implications and limitations of the study are also discussed.

The unexpected prolonged expansion of the Covid-19 pandemic has urged nu-merous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universi-ties in Vietnam voluntarily participated in this study by completing an online sur-vey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achieve-ment. Elaboration, environment structuring, and task strategies did not have a sta-tistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced.

The more students perceive the usefulness of the learning mode, the more they accept it, hence inference to their learning success. The purpose of the study is to identify factors that impact students’ perspectives on the usefulness of learning online in their learning process based on the Technology Acceptance Model. Learners’ styles and their e-learning self-efficacy were integrated into the model to explore the relationships between these factors and their perceived usefulness of learning online. A questionnaire survey was administered to 356 voluntary students of a private university in Vietnam. Data analysis methods include the Cronbach’s alpha test to examine the scales’ reliability, Confirmatory Factor Analysis method to determine the factors of learners’ learning online styles, and the structural equation modeling method to estimate the correlations between the dependent and independent constructs. The results indicate that four in six learn-ers’ learning online styles had a significant relationship with perceived useful-ness. In particular, tactile and group factors, and the Individual factor have direct-ly and indirectly positive effects on perceived usefulness respectively while Kin-aesthetic factor has a direct negative effect on perceived usefulness. The other fac-tors such as visual and auditory show no relationship with perceived usefulness. Learners’ e-learning self-efficacy and perceived ease of use components have a direct and positive impact on perceived usefulness. Pedagogical implications and limitations of the study are also discussed.