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Satisfaction in e-learning: the context of supplementary instruction

机译：电子学习满意度：补充教学的内容

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摘要

Purpose - The purpose of this study is to investigate how to measure student satisfaction and how its elements influence on its overall perspective earned in e-learning (EL). This study focuses on the context where EL is used as a supplementary tool to enhance instruction. Design/methodology/approach - This study focuses on undergraduate courses that offer EL as a voluntary and supplementary form of instruction in Thailand. The measurement's instrument was adapted from scales widely accepted in management, information systems, and education research to fit the unique characteristics of the online education context. A few course characteristics are outlined to ensure the originality of the context. Survey is the main methodology of this study; reliability and validity of the measure are also tested and discussed in the paper. Findings - The study highlights four dimensions of satisfaction in EL: delivery method, communication facilitation, system operation, and content. It is found from the study that elements of satisfaction measure are altered regarding to different contexts of EL. Each of these dimensions has been found to influence the overall satisfaction in EL. Practical implications - Implications for instruction via EL are suggested in the paper according to the satisfaction elements. The course which the context is similar to this study should be designed differently from the traditional classroom or sole EL instruction methods. Originality/value - This study is conducted in the context where EL is implemented for augmenting the main classroom instruction. Students are satisfied with learning through EL channel differently from learning in either pure traditional in-class or sole EL instructions. This is what educators should concern in improving their instruction.
机译：目的-这项研究的目的是调查如何衡量学生的满意度，以及其要素如何影响其在电子学习（EL）中获得的整体视野。这项研究的重点是将EL用作增强教学的补充工具的环境。设计/方法论/方法-本研究侧重于本科课程，这些课程在泰国提供EL作为自愿和补充的教学形式。测量的工具是根据在管理，信息系统和教育研究中广泛接受的量表改编而成的，以适应在线教育环境的独特特征。概述了一些课程特征，以确保上下文的独创性。调查是本研究的主要方法。本文还测试并讨论了该措施的可靠性和有效性。调查结果-该研究突出了EL满意度的四个方面：交付方式，沟通便利性，系统操作和内容。从研究中发现，满意度度量的要素针对EL的不同环境而改变。已经发现这些尺寸中的每一个都影响EL的整体满意度。实际意义-根据满意度元素，本文建议通过EL进行指导。上下文与本研究相似的课程的设计应不同于传统的课堂教学或唯一的EL教学方法。原创性/价值-这项研究是在实施EL以增强主要课堂教学的背景下进行的。学生对通过EL渠道学习感到满意，这与纯传统的课堂教学或单独的EL指导学习不同。这是教育工作者在改善教学水平时应关注的问题。

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