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and learning to online mode. This had huge impact on the students, especially for those who had not been used to being online for learning before. This mixed methods study utilized correlation, factor analysis and multiple regression techniques to identify significant predictors of students’ satisfaction with online learning in a higher education institution in Vietnam amid COVID-19 Pandemic. The study results show that learners’ interaction with content, peers and instructors correlated to and predicted student satisfaction. The study also indicated that although students valued the chance to be online for learning during the historic time, they viewed that interaction was limited and instructors should improve online teaching pedagogy. These findings provide learners, teachers and curriculum developers with new insights into learner interaction and its relation to course contents, teaching pedagogy and learning satisfaction in an Asian context.
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