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Students' criteria for course selection: Towards a metadata standard for distributed higher education.

机译：学生的课程选择标准：迈向分布式高等教育的元数据标准。

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By 2007, one half of higher education students are expected to enroll in distributed learning courses. Higher education institutions need to attract students searching the Internet for courses and need to provide students with enough information to select courses. Internet resource discovery tools are readily available, however, users have difficulty selecting relevant resources. In part this is due to the lack of a standard for representation of Internet resources. An emerging solution is metadata. In the educational domain, the IEEE Learning Technology Standards Committee (LTSC) has specified a Learning Object Metadata (LOM) standard.; This exploratory study (a) determined criteria students think are important for selecting higher education courses, (b) discovered relationships between these criteria and students' demographic characteristics, educational status, and Internet experience, and (c) evaluated these criteria vis-à-vis the IEEE LTSC LOM standard. Web-based questionnaires (N = 209) measured (a) the criteria students think are important in the selection of higher education courses, and (b) three factors that might influence students' selections. Respondents were principally female (66%), employed full time (57%), and located in the U.S. (89%). The chi square goodness-of-fit test determined 40 criteria students think are important and exploratory factor analysis determined five common factors among the top 21 criteria, three evaluative factors and two descriptive. Results indicated evaluation criteria are very important in course selection. Spearman correlation coefficients and chi-square tests of independence determined the relationships between the importance of selection criteria and demographic characteristics educational status, and Internet experience. Four profiles emerged representing groups of students with unique concerns. Side by side analysis determined if the IEEE LTSC LOM standard included the criteria of importance to students. The IEEE LOM by itself is not enough to meet students course selection needs. Recommendations include development of a metadata standard for course evaluation and accommodation of group differences in information retrieval systems.
机译：到2007年，预计将有一半的高等教育学生注册分布式学习课程。高等教育机构需要吸引在互联网上搜索课程的学生，并且需要向学生提供足够的信息来选择课程。 Internet资源发现工具很容易获得，但是，用户很难选择相关资源。部分原因是由于缺乏用于表示Internet资源的标准。一种新兴的解决方案是元数据。在教育领域，IEEE学习技术标准委员会（LTSC）已指定学习对象元数据（LOM）标准。这项探索性研究（a）学生认为确定的标准对于选择高等教育课程很重要;（b）发现这些标准与学生的人口统计学特征，教育状况和互联网体验之间的关系;以及（c）根据以下标准评估这些标准符合IEEE LTSC LOM标准。基于网络的调查表（ N = 209）进行了测量（a）学生认为在选择高等教育课程中很重要的标准，以及（b）可能影响学生选择的三个因素。受访者主要是女性（占66％），全职工作（占57％）和美国（占89％）。卡方拟合优度检验确定了40个学生认为重要的标准，而探索性因素分析确定了排名前21位的标准中的五个共同因素，三个评估因素和两个描述性因素。结果表明，评价标准在选课中非常重要。 Spearman相关系数和独立性的卡方检验确定了选择标准的重要性和人口统计学特征，教育状况和互联网体验之间的关系。出现了四个轮廓，代表了具有独特关注点的学生群体。并排分析确定了IEEE LTSC LOM标准是否包括对学生重要的标准。仅靠IEEE LOM不足以满足学生对课程选择的需求。建议包括开发用于课程评估和适应信息检索系统中组差异的元数据标准。

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