The Mediated Role of Satisfaction in Boosting the Perceived Progress via Interaction in Online Learning: Empirical Evidence from Private Universities in Vietnam

Online education is an inevitable trend in the era of digital transformation, but effective implementation not easy. This research was conducted to understand relationship between interaction and perceived progress online learning, under mediated effect satisfaction. Data gathered from 223 full-time learners at nine universities Vietnam, using Google Forms. Since study had a mediating variable, partial least squares structural equation modeling (PLS-SEM) method used. The results show that learner–lecturer interaction, learner–learner learning content have positive impacts on findings this reveal satisfaction has influence overall progress, which means that, as increases, increases well. Based findings, authors suggest flipped classroom model increase interactivity effectiveness teaching. sheds new light interactions perception private Vietnam's southern region.