The Impact of Familiarity with Technology-Based Teaching Methods on the Acceptance of Online Learning Programs Among Business Students at Priviate Universities in Vietnam

Purpose: To examine how familiarity with technology-based teaching methods influences the acceptance of online distance learning programs among business students in Vietnam and identify key factors affecting their acceptance. Design/methodology/approach: A mixed-methods approach was used, combining qualitative interviews with lecturers and students to identify factors, followed by a quantitative survey of 238 business students, analyzed using Structural Equation Modeling (SEM) with SmartPLS software. Findings: Lecturer traits (attitude, competence, interaction) and student traits (motivation, cognitive style, collaboration) significantly influence the acceptance of online learning, with technology awareness and perceived ease of use and usefulness playing crucial roles. Research limitations/implications: The focus on business students from private universities in Vietnam may limit generalizability, and future research could include a broader sample and longitudinal studies to track perception changes over time. Originality/value: This study provides empirical evidence on factors influencing online learning acceptance among Vietnamese business students, highlighting the importance of technology-based teaching familiarity and offering practical recommendations for improving online education.