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首页> 外文会议>2013 Fourth International Conference on e-Learning Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity >An Investigation of Factors that Contribute to Student Satisfaction from Online Courses: The Example of an Online Accounting Course
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An Investigation of Factors that Contribute to Student Satisfaction from Online Courses: The Example of an Online Accounting Course

机译：在线课程有助于学生满意度的因素调查：以在线会计课程为例

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摘要

Although most courses are offered in the traditional synchronous way where the teaching and learning mainly takes place in the classroom, the internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however there is paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the USA amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students' course evaluation forms of the instructor's teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor's preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is positive significant correlation between the instructor's overall performance with the overall student satisfaction from the course. The instructors performance, availability and easy to use technology enhance the learning and teaching from online pedagogies.
机译：尽管大多数课程都是以传统的同步方式提供的，而教与学主要在教室进行，但事实证明，互联网是一种有效的学习工具。在线课程的需求不断增长，但是对于在线交付成功因素，尤其是会计课程的研究很少。本文的目的是调查影响会计在线教学的因素。这项研究是在美国的一所大学进行的，其中两个学期的80名学生参加了在线会计课程。定量数据基于学生对教师教学的课程评估形式以及对课程的总体满意度。调查结果表明，学生发现异步在线教学和学习有趣且具有挑战性。影响学生满意度的主要因素包括教师对课程的准备及其对学生的可用性，明确的评分标准，他们认为有用的作业以及可在线获得的其他资源。他们最不重视写作技巧的发展。此外，这项研究提出，教师的整体表现与课程对学生的整体满意度之间存在显着正相关。讲师的表现，可用性和易于使用的技术可增强在线教学的学与教。

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