The relationships among overall e-learning service quality, e-learning student trust, and e-learning student loyalty: Evidence in Vietnam

turn positively affects e-learning student loyalty. It should be noted that overall e-learning service quality also has a direct effect on e-learning student loyalty. These results are consistent with that of previous studies in both traditional and online educational environments (Al-Rahmi et al., 2018; Eom & Ashill, 2018; Goh et al., 2017; Kilburn et al., 2016; Shahsavar & Sudzina, 2017; Yilmaz, 2017). This may indicate that there is no difference between students in developed countries and emerging countries in the sense if service quality is good, students are trusted, then students are loyal to the university. As e-learning students become more loyal to the university, they will register for more e-learning courses; after their graduation, they are very likely to return to study graduate programs online or on campus; they can be messengers to freely advertise about the university in general and e-learning programs in particular to their friends and relatives. This study provides several valuable implications. From a theoretical perspective, the contribution of this study is the investigation of the integrative model of e-loyalty development process by incorporating the antecedents of overall quality and e-trust. From a managerial perspective, it is noteworthy that e-loyalty is based on both overall quality and e-trust, and the antecedents of those two constructs are distinct. In addition, the results indicate that overall quality not only has a direct impact on e- 761 loyalty but also has an indirect influence through e-trust, confirming the previous notion of the fundamental role of e-trust in the e-loyalty development model. Since an online transaction is perceived to be associated with higher risk, trust has been considered as a critical component in online environment (Urban et al., 2000). Therefore, e-learning company should realize that to build e-loyalty, there has to be a prior development of e-trust and overall quality. In order to alleviate consumers’ concerns in terms of how personal information will be managed, sellers might post their information privacy practises on their website. This information signals to customers how their personal information will be collected, stored, and used in the future and if there will be any secondary use of their private information. Further, online retailers will need to disclose their information security practises to show that buyer payment information will be protected. Universities in Vietnam must continually enhance the performance of overall e-learning quality and trust to build loyalty and develop better their e-learrning program as real modern model university in the future. Limitations and future research The research has a significant contribution to thee-learning literature, however, it has some limitations. Firstly, data was collected from 12 universities in Vietnam. Although these sample size is rather suitable, some universities have not experienced e-learning system, the generalization of this study’s findings to other universities in Vietnam or universities in an emerging country should be made with caution. This study focuses only on the relationship between overall e-learning service quality and e-learning student trust, and the e-learning student loyalty. There might be other factors influencing e-learning student loyalty. For example, another factor that might affect e-learning student loyalty is cultural difference among countries that should be added to the research model in order to provide more meaningful insights. Comparing relative importance of the attributes constituting overall e-learning service quality between a developing or emerging country and a developed country is also an interesting topic for future research. 5. References 1. Al-Rahmi, M. W., Allias, N., Othman, S. M., Alzahrani, I. A., Alfarraj, O., Saged, A. A., & Rahman, A. H. N. A. (2018), Use of elearning by university 762 students in Malaysian higher educational institutions: A case in University Teknologi Malaysia, IEEE, 6, 14268–14276. 2. Alsabawy, Y. A., Cater-Steel, A., & Soar, J. (2012), Identifying the determinants of e-learning service delivery quality, In 23rd Australian conference on information systems, 3-5 Dec 2012, Greelong. 3. Arbaugh, J. B. (2005), Is there an optimal design for online MBA courses, Academy of Management Learning & Education, 4, 135–149. 4. Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012), Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and facult, Computers & Education, 58(2), 843–855. 5. Chow, W. S., & Shi, S. (2014), Investigating students’ satisfaction and continuance intention toward e-learning: An extension of the expectation– confirmation model, Procedia-Social and Behavioral Sciences, 141, 1145–1149. 6. CIEM (2018), Vietnam’s readiness level to participate industrial revolution 4.0: In comparison with that of China. 7. Dehghan, A., Dugger, J., Dobrzykowski, D., & Balazs, A. (2014), The antecedents of student loyalty in online programs, International Journal of Educational Management, 28(1), 15–35. 8. Hoyt, J. E., & Howell, S. L. (2011), Beyond customer satisfaction: Reexamining customer loyalty to evaluate continuing education programs, The Journal of Continuing Higher Education, 59(1), 21–33 9. Horton, T. R. (2006), The number of nuclei in basidiospores of 63 species of ectomycorrhizal Homobasidiomycetes, Mycologia, 98(2), 233–238 10. Janda, S., Trocchia, P.J. and Gwinner, K.P. (2002), Customer perceptions of internet retail service quality, International Journal of Service Industry Management, 13 (5) 412-31 11. Jane Webster & Peter Hackley. (1997), Teaching Effectiveness in Technology- Mediated Distance Learning, Academy of Management Journal, 40(6) 12. Kassim, N., & Asiah Abdullah, N. (2010), The effect of perceived service quality dimensions on customer satisfaction, trust, and loyalty in e‐commerce settings, Asia Pacific Journal of Marketing and Logistics, 22(3), 351–371 13. Kettner-Polley, R. B. (1999), The making of a virtual professor, ALN Magazine, 3(1) 14. Kim, J. and Lee, J. (2002), Critical design factors for successful e-commerce systems, Behaviour and Information Technology, 21(3), 185-9 763 15. Lee, G., & Lin, H. (2005), Customer perceptions of e‐service quality in online shopping, International Journal of Retail & Distribution Management, 33(2), 161–176 16. Liao, Z. and Cheung, M.T. (2002), Internet based e-banking and consumer attitudes: an empirical study, Information and management, 39 (4), 283-95 17. Liaw, S.-S. (2008), Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system, Computers & Education, 51(2), 864–873 18. Long Pham (2018), Student Perceptions of E-Learning Service Quality, E- Satisfaction, and E-Loyalty, International Journal of Enterprise Information Systems, 14 (3), 19-40 19. Long, M., & McMellon, C. (2004), Exploring the determinants of retail service quality on the Internet, Journal of Services Marketing, 18(1), 78–90 20. Masoumi, D., & Lindstrom, B. (2011), Quality in e-learning: a framework for promoting and assuring quality in virtual institutions, Journal of Computer Assisted Learning, 28(1), 27–41