Online learning: undergraduates' satisfaction and roles of ICT infrastructure

During COVID-19, online learning proved crucial in ensuring continuous education. Post-pandemic, the necessity for online learning to align with learner satisfaction persists. This study investigated factors, including information communication technology (ICT) infrastructure (comprising learning support devices and Internet quality) and skill development, which impact online learning satisfaction. A convenient sample of 250 Vietnamese undergraduates, each of whom had completed at least one online course, participated in the survey. The results from the linear regression analysis revealed that both ICT infrastructure and skill development significantly contributed to the variance in students' online learning satisfaction. Furthermore, skill development partially mediated the relationship between learning support devices/Internet quality and online learning satisfaction. Situated within the technology acceptance model (TAM), these findings emphasise the critical roles played by both ICT infrastructure and skill development in achieving learning satisfaction. The study contributes theoretical insights and practical implications, offering valuable scientific evidence to advance online learning.