Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students
This study scrutinized Vietnamese university students’ perceptions of their interaction in synchronous online classes. With a mixed-methods design, the study integrated quantitative and qualitative approaches. The participants comprised 200 tertiary students at a private university in the Mekong Del...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-08-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251359441 |
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| author | Duong Minh Tuan Le Thi Diem Lan |
| author_facet | Duong Minh Tuan Le Thi Diem Lan |
| author_sort | Duong Minh Tuan |
| collection | DOAJ |
| description | This study scrutinized Vietnamese university students’ perceptions of their interaction in synchronous online classes. With a mixed-methods design, the study integrated quantitative and qualitative approaches. The participants comprised 200 tertiary students at a private university in the Mekong Delta of Vietnam. Data were gathered through a survey questionnaire and focus group interviews. The results revealed that students obtained a moderate level of interaction in online classes, with student–content and student–interface interactions being perceived as equally the most common. This was followed by student–teacher interaction, whereas student–student interaction was cited to be the least frequent. Qualitative analysis elucidated nuanced perceptions, with discernible disparities between the two groups of participants having higher and lower interaction levels. The former expressed confidence in digital platform usage, emphasizing technological proficiency’s significance, while the latter encountered challenges and lacked confidence in platform utilization. Both groups recognized the importance of engaging with course materials but differed in their perceptions of volume and learning facilitation. Despite frequent student–teacher interactions, face-to-face learning was preferred due to perceived detachment in online learning environments. Peer interaction, particularly deficient in the lower interaction group, underscored challenges in online collaborative activities. |
| format | Article |
| id | doaj-art-75129863037c419e8dbb8e67cacaa5c3 |
| institution | Kabale University |
| issn | 2158-2440 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-75129863037c419e8dbb8e67cacaa5c32025-08-20T12:03:53ZengSAGE PublishingSAGE Open2158-24402025-08-011510.1177/21582440251359441Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary StudentsDuong Minh Tuan0Le Thi Diem Lan1Nam Can Tho University, VietnamNam Can Tho University, VietnamThis study scrutinized Vietnamese university students’ perceptions of their interaction in synchronous online classes. With a mixed-methods design, the study integrated quantitative and qualitative approaches. The participants comprised 200 tertiary students at a private university in the Mekong Delta of Vietnam. Data were gathered through a survey questionnaire and focus group interviews. The results revealed that students obtained a moderate level of interaction in online classes, with student–content and student–interface interactions being perceived as equally the most common. This was followed by student–teacher interaction, whereas student–student interaction was cited to be the least frequent. Qualitative analysis elucidated nuanced perceptions, with discernible disparities between the two groups of participants having higher and lower interaction levels. The former expressed confidence in digital platform usage, emphasizing technological proficiency’s significance, while the latter encountered challenges and lacked confidence in platform utilization. Both groups recognized the importance of engaging with course materials but differed in their perceptions of volume and learning facilitation. Despite frequent student–teacher interactions, face-to-face learning was preferred due to perceived detachment in online learning environments. Peer interaction, particularly deficient in the lower interaction group, underscored challenges in online collaborative activities.https://doi.org/10.1177/21582440251359441 |
| spellingShingle | Duong Minh Tuan Le Thi Diem Lan Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students SAGE Open |
| title | Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students |
| title_full | Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students |
| title_fullStr | Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students |
| title_full_unstemmed | Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students |
| title_short | Examining Interaction in Synchronous Online Classes: Voices From Vietnamese Tertiary Students |
| title_sort | examining interaction in synchronous online classes voices from vietnamese tertiary students |
| url | https://doi.org/10.1177/21582440251359441 |
| work_keys_str_mv | AT duongminhtuan examininginteractioninsynchronousonlineclassesvoicesfromvietnamesetertiarystudents AT lethidiemlan examininginteractioninsynchronousonlineclassesvoicesfromvietnamesetertiarystudents |