Factors Affecting Learning Effectiveness in Short-Term Online MOOC Courses: A Case Study of Students in Can Tho City

Massive Open Online Courses (MOOCs) have become a pivotal tool for accessible education in Vietnam, yet challenges such as high dropout rates and varying platform quality underscore the need to understand factors influencing learning effectiveness. This study investigates the determinants of learning effectiveness in short-term online MOOCs among students in Can Tho City, integrating multiple theoretical frameworks, including the Information System Success Model, Expectation Confirmation Model, and Independent Learning and Teaching Theory. Using a survey of 314 students, analyzed through exploratory factor analysis and linear regression, the study identified six statistically significant factors influencing learning effectiveness: Instructor Teaching, Peer, Video Content Quality, Flexibility, Support Staff Quality, and Course Design and Website Interface. The regression model explains 51.3% of the variance in learning effectiveness, with all VIF values below 10, indicating no multicollinearity. Technical Support was not found to be a significant predictor. These findings offer empirical evidence and practical recommendations for enhancing MOOC design and delivery, contributing to the sustainable development of online education in Vietnam.