Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student sat...
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Gespeichert in:

Autor*in:	Pham, Long [verfasserIn] Limbu, Yam B. Bui, Trung K. Nguyen, Hien T. Pham, Huong T.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	E-learning service quality E-learning student satisfaction E-learning student loyalty Vietnam

Anmerkung:	© The Author(s) 2019

Übergeordnetes Werk:	Enthalten in: International journal of educational technology in higher education - Cham, Switzerland : Springer International Publishing, 2016, 16(2019), 1 vom: 08. März
Übergeordnetes Werk:	volume:16 ; year:2019 ; number:1 ; day:08 ; month:03

Links:	Volltext

DOI / URN:	10.1186/s41239-019-0136-3

Katalog-ID:	SPR038128357

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allfields	10.1186/s41239-019-0136-3 doi (DE-627)SPR038128357 (SPR)s41239-019-0136-3-e DE-627 ger DE-627 rakwb eng Pham, Long verfasserin aut Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2019 Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213 Limbu, Yam B. (orcid)0000-0001-9258-1962 aut Bui, Trung K. aut Nguyen, Hien T. aut Pham, Huong T. aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 16(2019), 1 vom: 08. März (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:16 year:2019 number:1 day:08 month:03 https://dx.doi.org/10.1186/s41239-019-0136-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2019 1 08 03
spelling	10.1186/s41239-019-0136-3 doi (DE-627)SPR038128357 (SPR)s41239-019-0136-3-e DE-627 ger DE-627 rakwb eng Pham, Long verfasserin aut Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2019 Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213 Limbu, Yam B. (orcid)0000-0001-9258-1962 aut Bui, Trung K. aut Nguyen, Hien T. aut Pham, Huong T. aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 16(2019), 1 vom: 08. März (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:16 year:2019 number:1 day:08 month:03 https://dx.doi.org/10.1186/s41239-019-0136-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2019 1 08 03
allfields_unstemmed	10.1186/s41239-019-0136-3 doi (DE-627)SPR038128357 (SPR)s41239-019-0136-3-e DE-627 ger DE-627 rakwb eng Pham, Long verfasserin aut Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2019 Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213 Limbu, Yam B. (orcid)0000-0001-9258-1962 aut Bui, Trung K. aut Nguyen, Hien T. aut Pham, Huong T. aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 16(2019), 1 vom: 08. März (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:16 year:2019 number:1 day:08 month:03 https://dx.doi.org/10.1186/s41239-019-0136-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2019 1 08 03
allfieldsGer	10.1186/s41239-019-0136-3 doi (DE-627)SPR038128357 (SPR)s41239-019-0136-3-e DE-627 ger DE-627 rakwb eng Pham, Long verfasserin aut Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2019 Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213 Limbu, Yam B. (orcid)0000-0001-9258-1962 aut Bui, Trung K. aut Nguyen, Hien T. aut Pham, Huong T. aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 16(2019), 1 vom: 08. März (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:16 year:2019 number:1 day:08 month:03 https://dx.doi.org/10.1186/s41239-019-0136-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2019 1 08 03
allfieldsSound	10.1186/s41239-019-0136-3 doi (DE-627)SPR038128357 (SPR)s41239-019-0136-3-e DE-627 ger DE-627 rakwb eng Pham, Long verfasserin aut Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2019 Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213 Limbu, Yam B. (orcid)0000-0001-9258-1962 aut Bui, Trung K. aut Nguyen, Hien T. aut Pham, Huong T. aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 16(2019), 1 vom: 08. März (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:16 year:2019 number:1 day:08 month:03 https://dx.doi.org/10.1186/s41239-019-0136-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2019 1 08 03
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author	Pham, Long
spellingShingle	Pham, Long misc E-learning service quality misc E-learning student satisfaction misc E-learning student loyalty misc Vietnam Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
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topic_title	Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam E-learning service quality (dpeaa)DE-He213 E-learning student satisfaction (dpeaa)DE-He213 E-learning student loyalty (dpeaa)DE-He213 Vietnam (dpeaa)DE-He213
topic	misc E-learning service quality misc E-learning student satisfaction misc E-learning student loyalty misc Vietnam
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title	Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
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title_full	Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
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author_browse	Pham, Long Limbu, Yam B. Bui, Trung K. Nguyen, Hien T. Pham, Huong T.
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title_sort	does e-learning service quality influence e-learning student satisfaction and loyalty? evidence from vietnam
title_auth	Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
abstract	Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. © The Author(s) 2019
abstractGer	Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. © The Author(s) 2019
abstract_unstemmed	Abstract Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed. © The Author(s) 2019
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title_short	Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
url	https://dx.doi.org/10.1186/s41239-019-0136-3
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author2	Limbu, Yam B. Bui, Trung K. Nguyen, Hien T. Pham, Huong T.
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up_date	2024-07-03T16:19:47.714Z
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In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. 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Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

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